Effects of Web-Based Formative Assessment on Students' Listening Achievement and Attitudes in a Large EFL Class
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Chetchumlong, S. (2010). Effects of Web-Based Formative Assessment on Students' Listening Achievement and Attitudes in a Large EFL Class. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 46-51). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33309.
Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
David Gibson & Bernie Dodge
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Table of Contents
The study focuses on the implementation of Web-based formative assessment to investigate whether this online formative assessment will influence students’ listening achievement and to determine students’ attitudes toward it. With the growing number of students in a foundation English course, there are difficulties experienced with attaining adequate practice and receiving prompt feedback pertaining to mastery of the English language. Students are facing problems to improve their English listening skills. Additionally, lecturers have to confront the excessive resource demands, increasing time and workloads for marking required by the current conventional paper-and-pencil formative assessment. Hence, it is anticipated that the intervention of WBFA in the course would be a more effective approach to alleviate the problem and help elevate the students’ listening achievement. It is also expected that WBFA would encourage EFL students to have positive attitudes toward it.
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