Automated Formative Evaluations for Reading Comprehension in an English as a Foreign Language Course : Benefits on Performance, User Satisfaction, and Monitoring of Higher Education Students in Chile / Santos Lazzeri, Ximena Cabezas and Luis Ojeda.
We assess the effect of automated formative evaluations on reading comprehension skills in a course of English for Specific Purposes (ESP) in the area of kinesiology at the Universidad Austral de Chile-Valdivia (UACh). The evaluations were implemented using Questionmark's Perception (QMP) (Ques...
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| Format: | eBook |
| Language: | English |
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2015.
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| 099 | |a ED564249 | ||
| 100 | 1 | |a Lazzeri, Santos. | |
| 245 | 1 | 0 | |a Automated Formative Evaluations for Reading Comprehension in an English as a Foreign Language Course : |b Benefits on Performance, User Satisfaction, and Monitoring of Higher Education Students in Chile / |c Santos Lazzeri, Ximena Cabezas and Luis Ojeda. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2015. | |
| 300 | |a 1 online resource (8 pages) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
| 338 | |a online resource |b cr |2 rdacarrier. | ||
| 500 | |a Availability: Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 500 | |a Educational level discussed: Postsecondary Education. | ||
| 516 | |a Text (Speeches/Meeting Papers) | ||
| 516 | |a Text (Reports, Research) | ||
| 520 | |a We assess the effect of automated formative evaluations on reading comprehension skills in a course of English for Specific Purposes (ESP) in the area of kinesiology at the Universidad Austral de Chile-Valdivia (UACh). The evaluations were implemented using Questionmark's Perception (QMP) (Questionmark-Corporation, 2015). We investigate: (1) Do formative reading comprehension assessments enhance students' reading comprehension skills? (2) How do students perceive QMP? The experimental design used for this study was pre-test/post-test with control group. The participants were 57 freshmen, kinesiology students from UACh, randomly divided into two groups: G1-experimental, G2-control. After the pre-test, G1 worked on 11 online reading comprehension modules, which included formative evaluations with automated immediate feedback, while G2 did the same work with printed materials. At the end, both groups took the same post-test. The results show that there were no statistically significant differences between the mean grade differences (post-test grade-pre-test grade) of G1 and G2. G1's surveys showed positive attitudes towards the use of automated formative evaluations. Our conclusions are that for our population, the use of computer technology was at least as effective as instruction without technology. Furthermore, QMP was satisfactorily evaluated by the students, and it allowed the professor to monitor and timely detect students with performance problems thanks to the different reports it provides. [For full proceedings, see ED564162.] | ||
| 524 | |a Research-publishing.net, Paper presented at the 2015 EUROCALL Conference (22nd, Padova, Italy, Aug 26-29, 2015). |2 ericd. | ||
| 650 | 0 | 7 | |a Formative Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 0 | 7 | |a Feedback (Response) |2 ericd. |
| 650 | 0 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a College Freshmen. |2 ericd. |
| 650 | 0 | 7 | |a English (Second Language) |2 ericd. |
| 650 | 0 | 7 | |a Second Language Learning. |2 ericd. |
| 650 | 0 | 7 | |a English for Special Purposes. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Reading Tests. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Pretests Posttests. |2 ericd. |
| 650 | 0 | 7 | |a Statistical Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Positive Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Computer Assisted Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Computer Assisted Testing. |2 ericd. |
| 650 | 0 | 7 | |a Control Groups. |2 ericd. |
| 700 | 1 | |a Cabezas, Ximena, |e author. | |
| 700 | 1 | |a Ojeda, Luis, |e author. | |
| 700 | 1 | |a Leiva, Francisca, |e author. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED564249.pdf |z Full Text (via ERIC) |
| 907 | |a .b89047588 |b 07-06-22 |c 11-01-16 | ||
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED564249 |h Other scheme |i web |n 1 |