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Using genuine learner performance data for the assessment of language ability

Using genuine learner performance data for the assessment of language ability.

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Using genuine learner performance data for the assessment of language ability

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  1. Using genuine learner performance data for the assessment of language ability As web-based and web-enhanced computer technology provides more widely available tools for language learning and teaching, existing technologies such as screen capturing applications should be used for continuous performance assessment. The strategic use of computerized data gathering capabilities can more accurately inform second language teachers, testers, and researchers. Volker Hegelheimer Iowa State University March 13, 2003

  2. Overview • What we know • What we do • What we should or could do

  3. What we know • Interactionist theory of SLA (from Chapelle, 1998)

  4. What we know • Interactionist theory of SLA (from Chapelle, 1998)

  5. What we know • Feedback • Nagata, 1993 (intelligent feedback) • Liou, 1993 (drawing attention to errors) • Cardelle & Corno, 1981 (effects on second language learning of variations in written feedback on homework assignments) • More recent examples dealing with feedback all on handout

  6. What we know • Modification of input • Plass, Chun, Mayer, and Leutner (1998) • Chun and Plass (1996) • White (1998) • Move refs to handout

  7. So, we know that … • Feedback is important (particularly constructive negative feedback) • Opportunities for input modification can enhance language learning

  8. …. but • What we know • What we do • What we should or could do

  9. What we do • Example of a non-native speaker arriving at a university in the U.S. • English Placement Test (EPT) • Placement into writing class • Diagnostic Test • 3-5 essays • Vocabulary assignment • Journal assignment • In-class tasks

  10. …. so • What we know • What we do • What we should or could do

  11. What we should/could do • How can we inform students, teachers, and researchers? CALL is ideally suited for: • Providing opportunities for input modification • Providing automated, performance-related feedback • Tracking student performance

  12. Input modification opportunities • Implementation easier with computer technology • LCTL • Example with overlib.js • Example with Flash (D. Russell) • Example of access to concordancers (and more): Tom Cobb’s Compleat Lexical Tutor (screenshot)

  13. Providing feedback • MIAP • LCTL • Placement essays

  14. Placement essay project • Essay • Mark-up • Feedback • End product: database of student essays, marked up, accessible and searchable by grammatical problem

  15. Access to placement essay project • Students will be able to search by grammatical problems and native language and will have the opportunity to • look at the error • the suggested solutions • suggested sites to address the problem

  16. Tracking possibilities • Wishful thinking? 12 • Two sample report cards • Camtasia example • Software (DynEd)

  17. …so • What is needed it to provide feedback, to provide input modification opportunities, and to gather information about learner use to inform learners and teachers … and … using computers and the internet as the delivery mechanism may be the way to do that

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