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首页> 外文学位 >Maximizing Feedback for Language Learning: English Language Learners' Attention, Affect, Cognition and Usage of Computer-Delivered Feedback from an English Language Reading Proficiency Assessment
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Maximizing Feedback for Language Learning: English Language Learners' Attention, Affect, Cognition and Usage of Computer-Delivered Feedback from an English Language Reading Proficiency Assessment

机译：最大限度地提高语言学习的反馈：英语阅读能力评估对英语学习者的注意力，影响，认知和使用计算机提供的反馈

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摘要

Attention to personalised feedback for language learning is increasing as computer-based assessment increases practicality, but little attention has been paid to how language learners interact with and use feedback from computer-based assessments. The purposes of the present research were two-fold: to investigate how adult immigrant English language learners engaged with and processed computer-based feedback on their English reading skills, and to explore how these learners used feedback depending on their processing outcomes, psychological characteristics, and English proficiency. To examine these issues, six data sources were analysed using mixed methods for complementary and developmental purposes through interviews, surveys, language assessments, and eye tracking with 102 adult immigrant English language learners in Canada. Data were analysed using qualitative coding and analysis and quantitative methods such as regression analyses and latent class profiling. Results were organized and synthesized by research questions.;Study findings were that the personalised sections received most attention, particularly visual results, but detailed descriptive text was useful at intermediate stages of feedback processing and usage. Learners' cognitive and affective strategies for negotiating feedback included emotional reactions, deflecting responsibility for negative feedback, critically evaluating report content, negotiating comprehension difficulties, and relating the report to their own lives. Learners were generally positive about personalised feedback, adapted it for their own purposes, and used known affective and cognitive strategies, confirming earlier research in these areas. In addition, confirming other previous research, major factors impacting understanding and usage were external circumstances such as English language environment and language proficiency. A mastery goal orientation, trust in report content, reflection on English skills, and desire to use the report, were positively associated with report usage.;Implications included an observed need to fully factor feedback design into test design where impact/effects/outcomes are a guiding principle in test validation processes. From an instructional perspective, a key implication was the need to embed feedback in a high-quality, regular, and social learning environment. Further research is required to understand how feedback design can be personalized to promote more constructive feedback usage in learners with different background characteristics.
机译：随着基于计算机的评估提高实用性，对语言学习的个性化反馈的关注日益增加，但是对于语言学习者如何与基于计算机的评估进行交互和使用反馈的关注很少。本研究的目的是双重的：调查成年移民英语学习者如何与他们的英语阅读技能进行互动并处理基于计算机的反馈，并探讨这些学习者如何根据他们的处理结果，心理特征来使用反馈，和英语水平。为了研究这些问题，通过访谈，调查，语言评估以及与加拿大102位成年移民英语学习者的眼动追踪，使用混合方法分析了六个数据源，以补充和发展目的。使用定性编码和分析以及定量方法（例如回归分析和潜在分类分析）对数据进行分析。研究结果是按研究问题组织和综合的。研究发现，个性化部分受到了最多的关注，特别是视觉结果，但是详细的描述性文本在反馈处理和使用的中间阶段很有用。学习者用于协商反馈的认知和情感策略包括情绪反应，转移负反馈责任，批判性地评估报告内容，协商理解困难以及将报告与自己的生活联系起来。对于个性化反馈，学习者普遍持积极态度，将其调整为适合自己的目的，并使用已知的情感和认知策略，从而确认了这些领域的早期研究。此外，证实了其他先前的研究，影响理解和使用的主要因素是外部环境，例如英语语言环境和语言熟练程度。掌握目标的方​​向，对报告内容的信任，对英语技能的反思以及对使用报告的渴望与报告的使用呈正相关。含义包括观察到的需要将反馈设计充分考虑到影响/效果/结果的测试设计中测试验证过程中的指导原则。从教学的角度来看，关键的含义是需要将反馈嵌入到高质量，定期的社交学习环境中。需要做进一步的研究来了解如何个性化设计反馈，以促进具有不同背景特征的学习者使用更具建设性的反馈。

著录项

  • 作者

    Dunlop, Maggie.;

  • 作者单位

    University of Toronto (Canada).;

  • 授予单位 University of Toronto (Canada).;
  • 学科 Educational tests measurements.;Foreign language education.;Educational technology.;English as a second language.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 246 p.
  • 总页数 246
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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