Online Formative Assessment Tool for Foreign Language Development
| Project/Area Number |
19K13309
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Sojo University |
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Principal Investigator |
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2021: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2020: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2019: ¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
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| Keywords | formative assessment / English language / group oral test / L2 assessment / self-transcription / SCLE / CALL / EFL / Moodle / self transcription / self transcriptions / foreign lang. learning / English lang. learning / feedback |
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| Outline of Research at the Start |
This research aims to determine what effect an online formative assessment tool can have on the actual and perceived development of spoken production for students and teachers of communicative English, particularly among low-proficiency learners in Japan.
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| Outline of Final Research Achievements |
This research project produced an award-winning open-access software for capturing and tracking quantitative performance data of individual contributions to English-language conversations. The software is currently used by educators at universities across Japan, and has contributed to the development of learner-centered curriculum targeting English language proficiency. Research findings have been presented at numerous academic conferences, which have contributed to uptake of the software around the nation.
The project was significantly impacted by the COVID-19 pandemic, which delayed data collection and is the main reason why the original research article has not yet been published. In addition, findings based on the initial dataset indicate that student-generated self-transcriptions are not reliably accurate representations of spoken language.
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| Academic Significance and Societal Importance of the Research Achievements |
This research contributed to a greater understanding of the accuracy of student-generated second language self-transcriptions and the impact that frequent formative self-assessment has on setting specific and attainable goals for the development of English speaking skills.
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Report
(5 results)
Research Products
(13 results)
