Crisis and Changes in Learning Behaviours: Technology-Enhanced Assessment in Langu Learning Contexts
Crisis and Changes in Learning Behaviours: Technology-Enhanced Assessment in Langu Learning Contexts
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DOI：
10.1080/0309877x.2021.1985977
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发表时间：
2021-11-13
影响因子：
2.3
通讯作者：
Mellati, Morteza
中科院分区：
文献类型：
--
作者：
Alavi, Sayyed Mohammad;Dashtestani, Reza;Mellati, Morteza
COVID-19的爆发对教育系统造成了突然和前所未有的变化。本研究探讨了这种突然的变化对英语学习者在技术增强的学习环境中的评价观的影响。评估维度，如情感因素，有效性，可靠性，实用性，安全性和教学法进行了探讨，通过在线问卷管理345名伊朗EFL学习者和焦点小组访谈17名学习者。此外，通过准实验设计，该研究比较了COVID-19爆发期间在线和面对面课堂学习者的学业成绩。研究结果表明，在线评估的灵活性、即时反馈和鼓励自主学习是技术增强评估的优势，技术问题、技术依赖和技术素养是技术增强评估的挑战。研究结果表明，虽然技术增强的评估对学习者的表现有积极的影响，学习者对电子评估，需要在未来的研究中解决的各种态度。
The outbreak of COVID-19 has posed a sudden and unprecedented change to the educational system. This study investigated the impact of this sudden change on EFL learners' perceptions of assessment in a technology-enhanced learning environment. Assessment dimensions such as affective factors, validity, reliability, practicality, security and pedagogy were explored through an online questionnaire administered among 345 Iranian EFL learners and a focus-group interview with 17 learners. In addition, through a quasi-experimental design, the study compared the learners' academic achievements of online and in-person classrooms during the COVID-19 outbreak. The findings revealed that the flexibility of online assessment, immediate feedback and encouraging self-regulated learning are among the advantages and technical problems, technology dependence and technology literacy are among the challenges of technology-enhanced assessment. The findings indicated that while technology-enhanced assessment has a positive impact on learners' performances, learners have various attitudes towards e-assessment that need to be addressed in future studies.