Effects of online language testing on final examination
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Effects of online language testing on final examination Hiromi Muranaka-Vuletich 1 Received: 18 August 2020 / Accepted: 9 November 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Many tertiary language courses have some online components as part of their blended learning initiatives. These online activities could be part of assessments, and online quizzes/tests can be used as preparation for the demanding final written examination. This study attempts to shed some light on the effects of online tests on final examination performance. Results obtained from beginners’ Japanese language students at a tertiary institute were examined by conducting three-way comparisons amongst the average scores and average number of attempts of the online tests, and the final examination score in order to ascertain the relationship between the number of attempts of online tests and the online test scores and the final examination scores. The results indicated that the number of attempts of quizzes cannot be used as an indicator of possible good final examination score, although the contents of quizzes and the final examination were closely related. In addition, although the online quizzes were created as preparation for the final examination, even the quiz average score cannot be the direct indicator for a successful final examination score. Keywords Online quizzes . Frequency of attempts . Final examination . Grammar and
vocabulary acquisition . Second language
1 Introduction In language classes, frequent quizzes or short tests have often been performed in order to help students’ learning. With the development of technology, some class quizzes have now been replaced by online quizzes, which provides more flexibility from the students’ point of view (Bailey and Card 2009; Sun et al. 2008). They have also contributed to minimising testing time during valuable class time as well as saving time for marking depending on how the quizzes are set. Online quizzes could also encourage students’ autonomous learning, which is often the key to successful language acquisition. * Hiromi Muranaka-Vuletich [email protected]
1
Western Sydney University, Sydney, Australia
Education and Information Technologies
Although there are some quiz items that could not be replaced due to current limitations with technology and equipment requirements, many learning objectives can be achieved by replacing in-class testing or even in-class teaching with online materials. What kind of content can be learned through online quizzes effectively? What type of quizzes would be beneficial? How frequently shall we use online quizzes? Many of the above questions have been discussed in the literature, but there has been no agreement on these issues. It is not clear whether results from different disciplines could be used in language learning either. This study will explore one question in depth: the impacts of online quizzes during the teaching period on the end-of-semester final examination, with a focus on how the q
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