Mobile-Assisted Language Assessment: Assessing speaking

Tarighat, Samaneh; Khodabakhsh, Samaneh

doi:10.1016/j.chb.2016.07.014

Cited by 59 publications

(46 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Assessment conducted using the peer-assessment method is an improvement in improving communication for students, because it will have a very good impact that can be felt indirectly for improving communication skills. (Tarighat & Khodabakhsh, 2016) Meanwhile, the use of peer-assessment in the learning process requires the introduction of habituation to students, because the assessment process will involve two parties. It aims to obtain an objective value from them.…”

Section: Self-assessmentmentioning

confidence: 99%

“…They are afraid of wrong word order, wrong mention of excessive shame makes them not develop speaking skills. Students in the Megarezky University campus also solve the same problem in developing their skills in English, based on the learning experience of researchers at that campus, researchers classify research topics in English: the need to make conversation in conversation, low self-confidence and sense shame in English (Tarighat & Khodabakhsh, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Improving Speaking Ability Of ESP Students Through Self-Assessment and Peer-Assessment

Hasnani¹

2019

CER

View full text Add to dashboard Cite

Self-Peer-Assessment (SPA) is one of the learning methods that can be used to improve speaking ability in English Speaking ability is one of the important skills in English and it is very encouraging for students to learn, especially for students who use an ESP because it will be an added value in developing their capabilities. The purpose of this research is to explain the ability of students of ESP D3 Medical Laboratory Technology (TLM) at the Megarezky University through self-peer-assessment (SPA). This research is a Classroom Action Research (CAR), with planning for each class action research cycle carried out through four (4) stages which include: planning, implementing actions, observing/collecting data, and reflecting. Quantitative data collection techniques were obtained by tests (pre-test, interview, discussion, and post-test), as well as through observation, field notes and documentation in the teaching and learning process. The results of this study indicate that the use of SEF assessment and peer assessment in cycle I was at 56.6%, while in cycle II there was a significant increase of 96.6%. This proved that the speaking ability of ESP students increased by using self assessment and peer assessment.Abstrak.: Ketik abstrak bahasa indonesia. tidak boleh lebih dari 200 kata, dalam satu alinea tanpa acuan (referensi) tanpa singkatan/akronim, dan tanpa footnote. Abstrak ditulis bukan dalam bentuk matematis, pertanyaan, dan dugaan. Abstrak berisi: tujuan penelitian, metode penelitian, teknik analisis dan hasil penelitian. Diketik dengan font Times New Roman, spasi tunggal, dan dicetak miring. Self-Peer-Assessment (SPA) adalah salah satu metode pembelajaran yang dapat digunakan untuk meningkatkan kemampuan berbicara dalam bahasa Inggris. Kemampuan berbicara adalah salah satu keterampilan penting dalam bahasa Inggris dan sangat mendorong bagi siswa untuk belajar, terutama bagi siswa yang menggunakan ESP. karena akan menambah nilai dalam mengembangkan kemampuan mereka. Tujuan dari penelitian ini adalah untuk menjelaskan kemampuan mahasiswa Teknologi Laboratorium Medis ESP D3 (TLM) di Universitas Megarezky melalui penilaian sejawat (SPA). Penelitian ini adalah

show abstract

Section: Self-assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Improving Speaking Ability Of ESP Students Through Self-Assessment and Peer-Assessment

Hasnani¹

2019

CER

View full text Add to dashboard Cite

show abstract

“…Studies have documented the use of mobile-assisted language learning (MALL) for populations ranging from primary school students (Kirsch, 2016) to lifelong learners (Gjedde & Bo-Kristensen, 2012). Applications have also varied widely, from vocabulary and assignments delivered via SMS (Alemi, Sarab, & Lari, 2012;Gutiérrez-Colon, Gallardo, & Grova, 2012) to dynamic assessment of students' oral output (Tarighat & Khodabakhsh, 2016). As language learning bounds into the ambits of ubiquitous and seamless learning, it seems likely that mobile devices will continue to play an important role.…”

Section: Computer-assisted Language Learningmentioning

confidence: 99%

Data mining in foreign language learning

Bravo‐Agapito

Bonilla

Seoane

2018

WIREs Data Min & Knowl

View full text Add to dashboard Cite

Educational data mining (EDM) combines the techniques of data mining with educational data in order to provide students, instructors, and researchers with knowledge that can benefit academic processes. Due to globalization, foreign language learning (FLL) has become increasingly important. This work seeks to gain insight as to how data mining (DM) is being used to benefit FLL. For this purpose, an advanced review of pertinent research published from 2012 to 2017 was performed. After applying our screening method, 208 papers were selected for the exhaustive analysis. This analysis was divided into four aspects: context (educational environments, educational level), number of items, DM methods, and DM applications. The results indicated that 54% of studies were conducted in traditional environments, while only 3% of studies were performed in an m‐learning environment. In addition, 25 and 72% of the research was conducted in either a primary or secondary level, or in tertiary or adult level, respectively. Likewise, 76% of studies contained datasets of less than 1,000 items. The most utilized EDM methods were: factor analysis, regression, text mining, correlation mining, and causal DM. In addition, the studies analyzed showed that DM is mainly employed to predict the performance of students, to check learners' motivation, and to provide feedback for instructors. These results seem to indicate that although DM has much to offer the increasing number of language students, it is not being used to its full potential. This article is categorized under: Application Areas > Education and Learning Fundamental Concepts of Data and Knowledge > Data Concepts

show abstract

“…La EF conduce a la investigación formativa (IF) como proceso de aprendizaje para el desarrollo cultural de los estudiantes sobre la investigación, independientemente de cualquier resultado científico pretendido a obtenerse, pues su objetivo es la creación de habilidades, motivación y análisis crítico que faciliten fortalecer las capacidades profesionales con vínculo hacia la investigación (Facundo et al, 2007;Tejada et al, 2008). La formación, es la evaluación sistemática para el logro del aprendizaje de acuerdo a, objetivos programados o requisitos que deben cumplir y esto representa una premisa del beneficio en la educación (Gikandi et al, 2011;Llamas et al, 2013;Tarighat & Khodabakhsh, 2016). Considerando que, la educación como nivel de transmisión y formación está bien estructurado, independientemente de cuánto puede diferenciarse de forma positiva o no por el uso de las tecnologías de la información y las comunicaciones (Yilmaz et al, 2017;Vo et al, 2017), los estudiantes necesitan algunas orientaciones, procedimientos o aplicativos para garantizar sus conocimientos.…”

Section: Introductionunclassified

Conjugación Práctica Para La Evaluación Formativa Del Aprendizaje

Solano-García

Pérez²,

Chauca

et al. 2019

Biotempo

View full text Add to dashboard Cite

Th e search for strategies for learning represents a challenge at the educational level. Th e purpose of the study was the practical conjugation for the formative evaluation of learning in university teachers. From the implementation of the graduate program referred to the international diploma course "scientifi c creativity and technological innovation" that was developed at the National University "San Luis Gonzaga" of Ica, Peru, a learning scheme was established on 6 indicators: selection variable, research approach, type of scientifi c article oriented, cognitive recognition, methodological structure of interest and interpretation, and contribution criterion. Th ree teachers were randomly selected, and through the quantitative technique by content analysis the level of learning was considered. A score code of 12 to 20 was established, with only the 18 to 20 points being recognized as the level of excellence. When comparing the results among the teachers, there were statistically signifi cant diff erences (p <0.05) where a teacher ranked at the level of excellence when obtaining 18 points. Th e replication of the indicators in other teaching modalities was required to evaluate their possible contribution to the formation of learning in university teachers.

show abstract

Mobile-Assisted Language Assessment: Assessing speaking

Cited by 59 publications

References 5 publications

The Improving Speaking Ability Of ESP Students Through Self-Assessment and Peer-Assessment

The Improving Speaking Ability Of ESP Students Through Self-Assessment and Peer-Assessment

Data mining in foreign language learning

Conjugación Práctica Para La Evaluación Formativa Del Aprendizaje

Contact Info

Product

Resources

About