191 research outputs found
SzámĂtĂłgĂ©pes adaptĂv tesztelĂ©s
A technolĂłgia fejlĹ‘dĂ©sĂ©vel a papĂr-ceruza tesztek (PP) használatát fokozatosan felváltja a technolĂłgia-alapĂş mĂ©rĂ©s-Ă©rtĂ©kelĂ©s (Technology Based Assessment, TBA) (van der Linden, 2000). Ennek legelterjedtebb formája a számĂtĂłgĂ©p-alapĂş tesztelĂ©s (Computer Based Testing, CBT), ahol a tanulĂłk tesztelĂ©se számĂtĂłgĂ©p elĹ‘tt folyik, ami számos elĹ‘nnyel jár mind a vizsgázĂłk, mind a vizsgáztatĂłk számára (CsapĂł, Molnár Ă©s R. TĂłth, 2008). Többek között megbĂzhatĂłbbá válik a tesztelĂ©s, az eredmĂ©nyek azonnal hozzáfĂ©rhetĹ‘ek, a mĂ©rĂ©si idĹ‘ lerövidĂĽl, Ă©s a vizsgáztatás egyĂ©b körĂĽlmĂ©nyei, kontextuális informáciĂłi is mĂ©rhetĹ‘vĂ© válnak (CsapĂł, LĹ‘rincz Ă©s Molnár, megjelenĂ©s alatt). A számĂtĂłgĂ©pes tesztelĂ©sre valĂł áttĂ©rĂ©s törtĂ©nhet a PP tesztek digitalizálásával. Ebben az esetben csak a tesztet közvetĂtĹ‘ mĂ©dium változik meg, a feladatok sorrendje lineáris marad (Fix Item Testing, FIT) (CsapĂł, Molnár Ă©s R. TĂłth, 2008). A számĂtĂłgĂ©p adta lehetĹ‘sĂ©gek igazi kihasználása az adaptĂv tesztek (Computerized Adaptive Testing, CAT) alkalmazásával valĂłsulhat meg (Kárpáti, Molnár, TĂłth Ă©s FĹ‘zĹ‘, 2008). AdaptĂv tesztelĂ©s során minden vizsgázĂł a saját kĂ©pessĂ©gszintjĂ©hez illeszkedĹ‘ tesztet kap, ezáltal szemĂ©lyre szabottá válik a tesztelĂ©s (Way, 2006)
English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors
The previous three decades have seen a growing body of research into language learners’ self-regulated learning (SRL), language learning strategy (LLS) use, and their possible effects on proficiency. This study thus provides insights into the relationship between elementary and low intermediate learners’ perceptions of their self-regulated strategy use in English as a foreign language (EFL) and their attitude to English in relation to their proficiency level. Nine hundred and sixty-six higher proficiency students and 399 lower proficiency students in Year 8 participated in the research. A revised Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ), a version of Oxford’s Strategy Inventory for Language Learning (SILL), was completed by the participants. Our findings shed light on higher proficiency learners’ significantly higher level of strategy use. Learners at higher levels relied more strongly on their metacognitive strategies, such as planning, organizing and monitoring their cognitive processes. Our analysis also showed a high correlation between the different factors of metastrategy use (metacognitive, meta-affective, metasocial, and metamotivational) and cognitive, affective, social, and motivational strategy use in relation to attitude and proficiency. A path analysis also reinforced our assumption that metafactors significantly determine learners’ proficiency across strategy use and attitude in both higher and lower-level students. The positive contribution of the metastrategies on their corresponding regulated strategy fields appeared to be robust, thus underlining recent LLS research that emphasizes the role of metafactors in the language learning process
Exploring the role of EFL receptive skills and learning strategy usage in the ability to acquire and apply knowledge at the beginning of higher education
Foreign language learning plays a prominent role in the world today not only for communication across borders, but also for the potential benefits of other learning skills. The main objective of this research is to examine and explore the relationship between first-year full-time undergraduate students’ (N = 1,257) English as a foreign language (EFL) reading and listening achievement and learning strategy preferences in relation to knowledge acquisition and knowledge application. Our results show that students achieved significantly better on listening tasks than on reading tasks and that their knowledge acquisition performance was higher than their knowledge application achievement. The majority of the participants reported that they usually or always employ learning strategies, with the most preferred strategy type being the control strategy. The structural model shows that language learning, and knowledge acquisition and application are strongly interrelated; moreover, the level of use of memorization and elaboration strategies directly affects both knowledge acquisition and application skills. This suggests that EFL learning significantly influences the development of knowledge acquisition and knowledge application, which are essential in a range of areas in education and society today
Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude
The main objective of the study was to ascertain whether English as a Foreign Language learners with various levels of English language achievement differ significantly in applying foreign language learning strategies. We also aimed to explore strategy use frequency in connection with attitude toward English language learning. Data were collected from 1,653 lower secondary students in Hungary through a revised version of the previously developed online Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) based on Oxford’s Strategic Self-Regulation (S(2)R) Model. The findings point to statistically significant differences in the frequency of English language strategy use among more and less proficient learners. Quantitative analyses also reported that, in spite of the students stated low or moderate levels of strategy use, it turned out as a statistically significant predictor of foreign language attitude and language achievement. The results draw attention to the relevance of strategy research in foreign language teaching as well as encourages strategy teaching within language instruction
InnováciĂł Ă©s technolĂłgia a 21. századi oktatásban: a finn tanulási ökoszisztĂ©mák Ă©pĂtĹ‘kövei Ă©s a rendszer működĂ©se
A finn oktatási rendszer akkor kerĂĽlt a nemzetközi figyelem közĂ©ppontjába, amikor az elsĹ‘ PISA-eredmĂ©nyek megjelentek, Ă©s a finn iskolák minden mĂ©rt terĂĽleten az átlag fölött teljesĂtettek. A következĹ‘ Ă©vek mĂ©rĂ©si eredmĂ©nyei szerint is magasan az Ă©len járnak nemcsak eurĂłpai, hanem nemzetközi viszonylatban is. A siker okát számos szakember kutatta, prĂłbálta megfejteni azt, hogy viszonylag átlagos állami ráfordĂtással Ă©s szigorĂş kĂĽlsĹ‘ ellenĹ‘rzĂ©si rendszer nĂ©lkĂĽl hogyan tudnak Ă©vrĹ‘l Ă©vre a legjobbak között teljesĂteni a finn tanulĂłk. A Niemi, Multisilta, Lipponen Ă©s Vivitsou által szerkesztett kötet szerzĹ‘i ezt kĂvánják megvilágĂtani, illetve kĂĽlönbözĹ‘ nĂ©zĹ‘pontokbĂłl bemutatni azokat az Ă©pĂtĹ‘köveket, amelyekbĹ‘l a finn oktatási rendszer felĂ©pĂĽlt Ă©s folyamatosan Ă©pĂtkezik
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