Part of a larger academic-year long project at a private Japanese sciences and engineering university, this study demonstrates the increased ffectiveness of self-assessment surveys in second language learning when administered electronically. The participants (n=94) were from the lowest tier first year classes in their respective departments based on their Visualizing English Language Competency (VELC) placement test scores. Two Likert-scaled surveys, one pre-treatment and one post-treatment, ookended daily self-assessment surveys. Form one determined articipants’ initial second language learning motivation and understanding of the mobile technology to be used in the project. Form two was to determine any significant changes in motivation to improve language skills and overall awareness of the learning process as well as understanding of the mobile technology by the end of the course through the use of a paired sample T-test. The electronically administered daily self-assessment surveys tracked progress and attitude of participants in the daily lessons. Students' marks were consolidated into automated reports, which included individual feedback. Initial results indicated that self-assessment surveys, when administered electronically, correspond to a positive effect on the participants’ motivation to improve their language skills and overall awareness of their language education. The results also validate the usefulness of electronic self-assessment surveys. It was not conclusively shown that self-assessment surveys administered electronically are the sole reason for improvements in motivation to improve language skills and overall awareness of the learning process, but their impact on the learning process regarding efficiency and personalized feedback should not be overlooked.
雑誌名
CHUGOKUGAKUEN Journal
巻
18
ページ
1 - 11
発行年
2019
出版者
中国学園大学/中国短期大学
出版者（英）
Chugokugakuen University / Chugoku Junior College
ISSN
1348-1452
書誌レコードID
AA11806612
権利
中国学園大学/中国短期大学
情報源
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Expanding Self-assessment through Technology
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