Audience response systems for formative assessment purposes:
The impact of individualised feedback on EFL student teachers’ receptive skills
Supporting Agencies
- Universidad de Castilla-La Mancha (Albacete, ES) GRANT_NUMBER: 2020-PREDUCLM-14979
Abstract
This study addresses the influence of individualised feedback on the performance of student teachers as EFL learners in oral and written comprehension of (1) the gist, (2) specific information, (3) inferences, and (4) misleading information. Forty-five student teachers were assessed before and after the application of the teaching method along six sessions. The experimental group performed receptive-skills activities based on the typology of their previous mistakes, while the control group did similar generic activities regardless of their mistakes. An in-built Audience Response System (ARS) website was employed for data collection. Both groups obtained similar results in reading, but the experimental group significantly outperformed the control group in the listening skill, especially in avoiding misleading information. An exploratory analysis by gender hints at more positive effects of the intervention for women, but more information is required to clarify this and unravel the potential of ARS procedures for personalised formative assessment for language learning purposes.
Downloads
-
Abstract0
-
PDF0
References
Alghannam, M. S. M. (2024). Artificial intelligence as a provider of feedback on EFL student compositions. World Journal of English Language, 15(2), 161. https://doi.org/10.5430/wjel.v15n2p161
Alghamdi, E. A., & Shah, S. R. (2018). Exploring the effects of mobile-based audience response system on EFL students’ learning and engagement in a fully synchronous online course. International Journal of English Linguistics, 8(3), 92. https://doi.org/10.5539/ijel.v8n3p92
Aryadoust, V. (2020). A review of comprehension subskills: A scientometrics perspective. System, 88, 102180. https://doi.org/10.1016/j.system.2019.102180
Bown, A. (2017). Elaborative feedback to enhance online second language reading comprehension. English Language Teaching, 10(12), 164. https://doi.org/10.5539/elt.v10n12p164
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281. https://doi.org/10.3102/00346543065003245
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. http://linkinghub.elsevier.com/retrieve/pii/B9780121790608500128
Council of Europe (CE). (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. A guide for users (S. Bailly, S. Devitt, M. Gremmo, F. Heyworth, A. Hopkins, B. Jones, M. Makosch, P. Riley, G. Stoks, & J. Trim (eds.)). https://www.coe.int/en/web/common-european-framework-reference-languages/documents
Council of Europe (CE). (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment. Companion volume. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
Darabi, A., Arrington, T. L., & Sayilir, E. (2018). Learning from failure: a meta-analysis of the empirical studies. Educational Technology Research and Development, 66(5), 1101–1118. https://doi.org/10.1007/s11423-018-9579-9
De Cat, C. (2020). Predicting language proficiency in bilingual children. Studies in Second Language Acquisition, 42(2), 279–325. https://doi.org/10.1017/S0272263119000597
Gass, S. M., & Mackey, A. (2015). Input, interaction, and output in second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 548–581). Routledge. https://doi.org/10.1017/9781108568753.018
Grabe, W., & Yamashita, J. (2022). Reading in a second language: moving from theory to practice (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781108878944
Harding, L., Alderson, J. C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles. Language Testing, 32(3), 317–336. https://doi.org/10.1177/0265532214564505
Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269–290. https://doi.org/10.1080/01443410.2013.785384
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Hedgcock, J. S., & Ferris, D. R. (2018). Teaching readers of English. Students, texts, and contexts (2nd ed.). https://doi.org/10.4324/9781315465579
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Trends, research issues and applications of artificial intelligence in language education. Educational Technology and Society, 26(1), 112–131. https://doi.org/10.30191/ETS.202301_26(1).0009
In’nami, Y., Cheung, M. W. L., Koizumi, R., & Wallace, M. P. (2023). Examining second language listening and metacognitive awareness: A Meta‐Analytic Structural Equation Modeling Approach. Language Learning, 73(3), 759–798. https://doi.org/10.1111/lang.12548
Ismayilli-Karakoc, A. (2019). Reading and listening comprehension subskills: the match between theory, coursebooks, and language proficiency tests. Advances in Language and Literary Studies, 10(4), 166–185. https://doi.org/10.7575/aiac.alls.v.10n.4p.166
Krashen, S., Lee, S.Y & Lao, C. (2017). Comprehensible and compelling: the causes and effects of voluntary reading. Libraries Unlimited. ABC-CLIO, LLC.
Lenhard, W., & Lenhard, A. (2016). Computation of effect sizes. Psychometrica. https://doi.org/10.13140/RG.2.2.17823.92329
Leucht, M., Retelsdorf, J., Möller, J., & Köller, O. (2010). Zur Dimensionalität rezeptiver englischsprachiger Kompetenzen [On the dimensionality of receptive skills in English as a foreign language.]. Zeitschrift Für Pädagogische Psychologie / German Journal of Educational Psychology, 24(2), 123–138. https://doi.org/10.1024/1010-0652/a000010
Manoli, P., & Papadopoulou, M. (2012). Reading strategies versus reading skills: two faces of the same coin. Procedia - Social and Behavioral Sciences, 46, 817–821. https://doi.org/10.1016/j.sbspro.2012.05.205
March, D. M., Perrett, D., & Hubbard, C. (2021). An evidence-based approach to distractor generation in multiple-choice language tests. Journal of Higher Education Theory and Practice, 21(10), 236–253. https://www.proquest.com/scholarly-journals/evidence-based-approach-distractor-generation/docview/2580076684/se-2?accountid=14513
Meganathan, P., Thai Yap, N., Paramasivam, S., & Jalaluddin, I. (2019). Incidental and intentional learning of vocabulary among young ESL learners. 3L The Southeast Asian Journal of English Language Studies, 25(4), 51–67. https://doi.org/10.17576/3L-2019-2504-04
Mickan, A., McQueen, J. M., & Lemhöfer, K. (2019). Bridging the gap between second language acquisition research and memory science: the case of foreign language attrition. Frontiers in Human Neuroscience, 13(November), 1–8. https://doi.org/10.3389/fnhum.2019.00397
Microsoft (2026). M365 Copilot [Large language model]. Microsoft.
Min, S., Zhang, J., Li, Y., & He, L. (2022). Bridging local needs and national standards: use of standards-based individualized feedback of an in-house EFL listening test in China. Language Testing, 39(3), 425-452. https://doi.org/10.1177/02655322211070990
Nunan, D. (2002). Listening in language learning. In J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching (Vol. 58, Issue 1, pp. 238–241). Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.032
O’Grady, S. (2021). Adapting multiple-choice comprehension question formats in a test of second language listening comprehension. Language Teaching Research, 136216882098536. https://doi.org/10.1177/1362168820985367
Pan, X., & Shao, H. (2020). Teacher online feedback and learning motivation: Learning engagement as a mediator. Social Behavior and Personality: An International Journal, 48(6), 1–10. https://doi.org/10.2224/sbp.9118
Pérez-Segura, J. J., Sáncheez-Ruiz, R., Cózar-Gutiérrez, & González-Calero, J. A. (2022). The effect of personalized feedback on listening and reading skills in the learning of EFL. CALL. Computer Assisted Language Learning, 35(3), 469-491. https://doi.org/10.1080/09588221.2019.1705354
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4–13. https://doi.org/10.1002/bs.3830280103
Razagifard, P., Ghabelnezam, A., & Fard, V. R. (2011). The effect of computer-mediated feedback on second language reading comprehension. International Journal on New Trends in Education and Their Implications, 2(1), 90–98.
Rost, M. (2016). Teaching and researching listening (3rd ed.). Routledge.
Saad-Mohamed, A. F. (2020). Feedback in computer-assisted language learning: A meta-analysis. TESL-EJ, 24(2), 1–19.
Song, M. Y. (2008). Do divisible subskills exist in second language (L2) comprehension? A structural equation modeling approach. Language Testing, 25(4), 435–464. https://doi.org/10.1177/0265532208094272
Srisang, P., & Everatt, J. (2021). Lower and higher level comprehension skills of undergraduate EFL learners and their reading comprehension. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 427–454.
Sun, H., & Hwang, Y. (2023). Enhancing EFL learners’ English reading performance through the diagnostic feedback of CDA. Korean Journal of English Language and Linguistics, 23(July), 535–553. https://doi.org/10.15738/kjell.23..202307.535
Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes. Review of Educational Research, 85(4), 475–511. https://doi.org/10.3102/0034654314564881
Vandergrift, L. (2015). Researching listening. In B. Paltridge & A. Phakiti (Eds.), Research Methods in Applied Linguistics. A Practical Resource (2nd ed., pp. 299–311). Bloomsbury Publishing.
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening. Metacognition in Action. Routledge. https://doi.org/10.4324/9780429287749
Verspoor, M., de Bot, K., & Lowie, W. (2008). 3. Input and second language development from a dynamic perspective. In T. Piske & M. Young-Scholten (Eds.), Input Matters in SLA (pp. 62–80). Multilingual Matters. https://doi.org/10.21832/9781847691118-006
Walker, R., Oliver, R., & Mackenzie, R. (2020). Interviews with secondary school students: perceptions of feedback. Issues in Educational Research, 30(4), 1576–1595. https://www.iier.org.au/iier30/walker.pdf
Winstone, N. E., & Boud, D. (2020). The need to disentangle assessment and feedback in higher education. Studies in Higher Education, 1–12. https://doi.org/10.1080/03075079.2020.1779687
Yamashita, J. (2022). L2 reading comprehension. In E. H. Jeon & Y. In’nami (Eds.), Understanding L2 Proficiency. Theoretical and meta-analytic investigations (Issue August, pp. 5–28). John Benjamins Publishing Company. https://doi.org/10.1075/bpa.13.02yam
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The works published in this journal are subject to the following terms:
1. The Publications Services at the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in item 2.
2. The works are published in the electronic edition of the magazine under a Creative Commons Attribution Non-commercial Share Alike 4.0.
3.Conditions of self-archiving. Authors are encouraged to disseminate pre-print (draft papers prior to being assessed) and/or post-print versions (those reviewed and accepted for publication) of their papers before publication, because it encourages distribution earlier and thus leads to a possible increase in citations and circulation among the academic community.
RoMEO color: green
