Diagnosing L2 English Learners' Listening Difficulties and Learning Needs through Computerized Dynamic Assessment

Autor/inn/en	Kao, Yu-Ting; Kuo, Hung-Chih
Titel	Diagnosing L2 English Learners' Listening Difficulties and Learning Needs through Computerized Dynamic Assessment
Quelle	In: Interactive Learning Environments, 31 (2023) 4, S.2219-2243 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kao, Yu-Ting)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1876738
Schlagwörter	Listening Comprehension Tests; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Junior High School Students; Inferences; Test Items; Computer Assisted Testing; Scores; Instructional Design; Teaching Methods; Item Analysis; Diagnostic Tests; Learning Theories; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Hörverstehensübung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Inference; Inferenz; Test content; Testaufgabe; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Itemanalyse; Diagnostic test; Diagnostischer Test; Learning theory; Lerntheorie; Ausland
Abstract	This study implemented the principles of dynamic assessment (DA) with computer technology, iSpring Quiz Maker, to (1) identify the English listening difficulties of 172 L2 English learners; (2) diagnose their individual learning needs, and (3) promote their future potential abilities. Upon evaluating the participating junior high school students' performance on three English listening question types-overview, detail, and inference questions, this computerized DA (C-DA) program provided automatically generated results showing each participant's current abilities, mediated performance, learning needs, and future potential (i.e., learning potential score, LPS). Findings revealed that (1) all three types of questions were challenging to the participants, especially the overview questions; (2) the mediation provided via the C-DA program was most effective in supporting participants' attempts to answer inference questions, and (3) participants with low LPSs had more difficulty with inference questions while participants with mid or high LPSs needed more assistance in answering the detail questions. Results demonstrated that participants had very different listening difficulties regarding the three question types even when they had identical scores. It had shown that the implementation of C-DA could offer a fuller picture of EFL learners' English listening abilities, which could affect the English instructional design, and pedagogical approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01