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1. Implementation Challenges of the English Language ePortfolio System from Various Stakeholder Perspectives (EJ816673)
Author(s):
Cheng, Gary
Source:
Journal of Educational Technology Systems, v37 n1 p97-118 2008-2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Foreign Countries; English (Second Language); Curriculum Implementation; Program Implementation; Portfolio Assessment; Portfolios (Background Materials); Stakeholders; Second Language Instruction; Second Language Learning; Student Attitudes; Teacher Attitudes; Program Effectiveness; Design Requirements; Use Studies; Administrator Attitudes; Integrated Learning Systems; Educational Technology; Internet; Computer Uses in Education; Instructional Design; Computer System Design; Computer Software; Higher Education
Abstract: Electronic portfolio (ePortfolio) is no longer a new term in the area of educational research. It has been widely adopted by various tertiary institutions as a learning and assessment tool in different countries. A major feature of an ePortfolio is that it supports lifelong learning by archiving and showcasing selected artifacts from individual learners, recording their professional development and sharing their best work with others. To facilitate learners to produce their ePortfolios effectively and conveniently, the development of an online platform is necessary. The objective of this article is to explore and analyze the realistic problems faced by various stakeholders, including system developers and administrators, students as well as teachers, during the implementation of an ePortfolio system in the English Language Centre at the Hong Kong Polytechnic University. This article paints a clear picture of concerns raised by various stakeholders with regard to an ePortfolio system, how the system design responds to their concerns, and how the stakeholders are impacted by the system. (Contains 6 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Self-, Peer-, and Teacher-Assessments in Japanese University EFL Writing Classrooms (EJ821585)
Matsuno, Sumie
Language Testing, v26 n1 p75-100 2009
Information Analyses; Journal Articles; Reports - Evaluative
Descriptors: Writing (Composition); Self Evaluation (Individuals); Student Evaluation; English (Second Language); Second Language Learning; Second Language Instruction; Peer Evaluation; Foreign Countries; Measurement Techniques; Grammar; Spelling; Writing Evaluation; Punctuation
Abstract: Multifaceted Rasch measurement was used in the present study with 91 student and 4 teacher raters to investigate how self- and peer-assessments work in comparison with teacher assessments in actual university writing classes. The results indicated that many self-raters assessed their own writing lower than predicted. This was particularly true for high-achieving students. Peer-raters were the most lenient raters; however, they rated high-achieving writers lower and low-achieving writers higher. This tendency was independent of their own writing abilities and therefore offered no support for the hypothesis that high-achieving writers rated severely and low-achieving writers rated leniently. On the other hand, most peer-raters were internally consistent and produced fewer bias interactions than self- and teacher-raters. Each of the four teachers was internally consistent; however, each displayed a unique bias pattern. Self-, peer-, and teacher-raters assessed "Grammar" severely and "Spelling" leniently. The analysis also revealed that teacher-raters assessed "Spelling," "Format," and "Punctuation" differently from the other criteria. It was concluded that self-assessment was somewhat idiosyncratic and therefore of limited utility as a part of formal assessment. Peer-assessors on the other hand were shown to be internally consistent and their rating patterns were not dependent on their own writing performance. They also produced relatively few bias interactions. These results suggest that in at least some contexts, peer-assessments can play a useful role in writing classes. By using multifaceted Rasch measurement, teachers can inform peer-raters of their bias patterns and help them develop better quality assessment criteria, two steps that might lead to better quality peer-assessment. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Rule Difficulty and the Usefulness of Instruction (EJ822290)
Scheffler, Pawel
ELT Journal, v63 n1 p5-12 Jan 2009
2009-01-00
Journal Articles; Reports - Evaluative
Descriptors: Grammar; Adult Learning; Adult Students; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Questionnaires; Student Attitudes
Abstract: It is now generally agreed that some form of focus on the target code is necessary in adult L2 instruction. One question that remains to be answered is whether all aspects of L2 grammar are equally amenable to pedagogic intervention. A number of researchers have examined the effectiveness of instruction with regard to simple vs. difficult grammar rules. To address this question specifically from the learner's perspective, a questionnaire was administered to two groups of Polish adult learners of English. The first group was asked to assess the difficulty of a number of key areas of English grammar. The second was asked to assess the usefulness of instruction in the same areas. The results indicate that there is a considerable overlap between the judgements of both groups: that is, learners feel they benefit the most from instruction in difficult areas. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Ten Mismatches between Teachers' Beliefs and Written Feedback Practice (EJ822291)
Lee, Icy
ELT Journal, v63 n1 p13-22 Jan 2009
Descriptors: Feedback (Response); Teacher Attitudes; Beliefs; Teacher Surveys; Interviews; Secondary School Teachers; Teaching Methods; Student Evaluation; Assignments; Second Language Instruction
Abstract: Research on teachers' beliefs has demonstrated that beliefs have an important impact on teachers' practice. In teacher feedback research, however, not much is known about teachers' beliefs and the extent to which they influence practice. This article reports on the findings from a study that investigated teachers' beliefs and practice in written feedback from two sources: (1) feedback analysis based on 174 texts collected from 26 teachers and follow-up interviews with seven of them; (2) a survey comprising a questionnaire administered to 206 secondary teachers and follow-up interviews with 19 of them. While the first data source investigated teachers' actual written feedback, the second source focused on teachers' beliefs and reported practice, both followed up by interviews that probed teachers' beliefs and practice. The article presents the salient findings in terms of ten mismatches between teacher beliefs and practice in written feedback and concludes with implications arising from the study. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Can a Graded Reader Corpus Provide "Authentic" Input? (EJ822292)
Allan, Rachel
ELT Journal, v63 n1 p23-32 Jan 2009
Descriptors: Teaching Methods; Second Language Instruction; Second Language Learning; Foreign Countries; Grading; Instructional Materials; Data; Vocabulary Development; Computational Linguistics
Abstract: In addition to their intended purpose, graded reader texts can be made into a corpus appropriate for use with lower-level learners. Here I consider using such a corpus for data-driven learning (DDL), to make this approach more accessible to intermediate level students. However, how far does grading the corpus in this way compromise the authenticity of the language learners are exposed to? The simplified nature of such corpora may limit learners' exposure to lexical chunks, which are fundamental to the acquisition of natural and fluent language. This paper compares lexical chunks in graded corpora and the British National Corpus, examining frequency, type, and composition, to evaluate the "authenticity" of graded input. Despite some differences, it is argued that the scale and type of lexical chunks are sufficient to provide input that reflects authentic language, suggesting that graded readers may offer an acceptable balance of accessibility and authenticity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Co-Certification: A New Direction for External Assessment? (EJ822294)
Newbold, David
ELT Journal, v63 n1 p51-59 Jan 2009
Descriptors: Writing Tests; Foreign Countries; Certification; English (Second Language); Language Proficiency; Second Language Learning; Second Language Instruction; Language Tests; College Instruction; College Second Language Programs; Test Construction
Abstract: The major European testing agencies have calibrated their exams to the levels of language proficiency described in the Common European Framework (CEFR). In Italy, where the Framework has been enthusiastically embraced, external exams are now frequently used within the state education system as they are believed to provide reliable, widely recognized, independent assessment. But although these exams vary greatly, it is not always easy to find one which is entirely appropriate for a specific learning context. This article describes an experiment in "co-certification", in which the University of Venice worked with Trinity College London to make an existing exam more appropriate for university students. This involved replacing "creative writing" with "critical writing" in the portfolio and the controlled written exam, and ensuring a "university dimension" for the oral interview. The article reports on the modifications, and reflects on the project as an agent for change in teaching programmes. It concludes that there may be other contexts in which co-certification is both possible and desirable. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The "English Corner" as an Out-of-Class Learning Activity (EJ822295)
Gao, Xuesong
ELT Journal, v63 n1 p60-67 Jan 2009
Descriptors: English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; Social Support Groups; Experiential Learning; Informal Education
Abstract: This paper analyses the comments of a group of learners on their participation in an English corner on the Chinese mainland. It highlights that the particular "English corner" concerned in this study has become a social community where the participants could find supportive peers and self-assertion opportunities. The learners' participation in the community enhanced their autonomous learning and fostered subtle changes in their self-identities. The learning of English in the community echoes what constitutes a humanistic view of learning. The study invites language teachers to consider how such out-of-class learning activities can be integrated into our pedagogic practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Beyond the Practicum Experience (EJ822296)
Williams, Jessica
ELT Journal, v63 n1 p68-77 Jan 2009
Journal Articles; Reports - Descriptive
Descriptors: Practicums; Preservice Teachers; Native Speakers; English (Second Language); Second Language Learning; Second Language Instruction; Preservice Teacher Education; Experiential Learning; Teacher Developed Materials; Units of Study; Teaching Methods
Abstract: The practicum is an important part of most TESL programmes; however, many novice teachers seek practical experiences beyond the practicum as part of their preparation for entering the profession. Collaborative projects between language learners and pre-service language teachers can offer such valuable practical experiences for both groups. The service encounter collaborative project is an example of an activity that provides an important link between the academic and experiential aspects of a teacher preparation programme. It is also a simple and practical way for new teachers to investigate authentic language use. In this project, pre-service teachers develop materials based on language samples they gather in collaboration with language learner partners. For the language learners, the programme provides access to authentic input, an opportunity for interaction with native speakers, as well as valuable cultural and sociolinguistic information. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Supporting Student Differences in Listening Comprehension and Vocabulary Learning with Multimedia Annotations (EJ822666)
Jones, Linda C.
CALICO Journal, v26 n2 p267-289 Jan 2009
Descriptors: Control Groups; Listening Comprehension; Verbal Ability; Vocabulary Development; Multimedia Instruction; Individual Differences; Second Language Learning; Spatial Ability; Pictorial Stimuli; French; Written Language; Recall (Psychology); Cognitive Ability; Pretests Posttests; College Students; Second Language Instruction; Statistical Analysis; Computer Assisted Instruction
Abstract: This article describes how effectively multimedia learning environments can assist second language (L2) students of different spatial and verbal abilities with listening comprehension and vocabulary learning. In particular, it explores how written and pictorial annotations interacted with high/low spatial and verbal ability learners and thus affected students' acquisition of new vocabulary and their aural comprehension when they listened to a L2 passage. Students (N = 171) were randomly assigned to one of four groups while listening to a passage in French: a control group that received no annotations and three treatment groups that received written annotations, pictorial annotations, or both written and pictorial annotations. In terms of learning abilities, little difference was found between high- and low-spatial-ability learners when interacting with pictorial or written annotations. However, high-verbal-ability learners consistently outperformed low-verbal-ability learners on recall protocol and vocabulary tests when pictorial annotations alone were present. Within the low- and high-ability groups, learning was consistently greatest when pictorial and written annotations were accessed. (Contains 7 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. A Context-Based Online Diagnostic Test of Spanish (EJ822668)
Larson, Jerry W.; Hendricks, Harold H.
CALICO Journal, v26 n2 p309-323 Jan 2009
Descriptors: Diagnostic Tests; Language Proficiency; Spanish; Computer Assisted Testing; Second Language Instruction; Educational Technology; Test Construction; Test Validity; Measurement
Abstract: Among the areas of emphasis in the language-teaching profession today we find considerable emphasis on (a) evaluation, (b) contextualization, and (c) technology. Although the greater emphasis in language assessment has been on global proficiency, there is also a need to examine specific points of students' language competence in order to help them improve the correctness of their communication. Considering these areas of emphasis, we undertook an effort to create a contextualized, online, diagnostic test of Spanish. This article explains the rationale behind the project and the procedures for accomplishing the task. We also describe a study conducted to determine the validity and practicality of the contextualized test. Results of the study indicate there appears to be little, if any, measurement advantage in using a contextualized test over a more traditional discrete-point test. (Contains 7 figures, 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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