An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment
Abstract As a part of a more extensive computerized dynamic assessment (CDA) project delivered through a dedicated website, www.lingeli.com , this study explores EFL learners’ perspectives on an online listening comprehension dynamic assessment software focusing on inferential listening skills while...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2023-01-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-023-00221-9 |
| _version_ | 1828051622333251584 |
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| author | Saman Ebadi Elham Karimi Shokoufeh Vakili |
| author_facet | Saman Ebadi Elham Karimi Shokoufeh Vakili |
| author_sort | Saman Ebadi |
| collection | DOAJ |
| description | Abstract As a part of a more extensive computerized dynamic assessment (CDA) project delivered through a dedicated website, www.lingeli.com , this study explores EFL learners’ perspectives on an online listening comprehension dynamic assessment software focusing on inferential listening skills while trying to minimize the guessing effect. The study participants were 94 Iranian EFL learners selected through convenience sampling to participate in a 1-month dynamic assessment targeting EFL learners listening comprehension using the developed software. The researchers involved half of the study participants in semi-structured interviews held in their native language (Persian) to shed light on the pros and cons of the software. Six major themes emerged from the interviews’ content analysis, encapsulating participant’’ generally positive perceptions and some negative perspectives about the software. They perceived the CDA software as novel and interesting, stress-relieving, supportive, convenient, and cost-effective in terms of time and money, and removing the time and location limitations. In contrast, a few others assumed it was time-consuming and stressful, with limited learning and ignoring the benefits of social aspects of teaching. The study’s findings recommend that learners’ perspectives be considered when developing future CDA listening comprehension software to increase the validity of CDA projects by addressing their drawbacks and fully implementing the CDA test's potential to enhance EFL learners’ listening comprehension abilities. |
| first_indexed | 2024-04-10T19:41:28Z |
| format | Article |
| id | doaj.art-ebf881b2bf1044b697c2487adfa07979 |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-10T19:41:28Z |
| publishDate | 2023-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-ebf881b2bf1044b697c2487adfa079792023-01-29T12:19:00ZengSpringerOpenLanguage Testing in Asia2229-04432023-01-0113112610.1186/s40468-023-00221-9An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessmentSaman Ebadi0Elham Karimi1Shokoufeh Vakili2Applied Linguistics, Razi UniversityApplied Linguistics, Razi UniversityApplied Linguistics, Razi UniversityAbstract As a part of a more extensive computerized dynamic assessment (CDA) project delivered through a dedicated website, www.lingeli.com , this study explores EFL learners’ perspectives on an online listening comprehension dynamic assessment software focusing on inferential listening skills while trying to minimize the guessing effect. The study participants were 94 Iranian EFL learners selected through convenience sampling to participate in a 1-month dynamic assessment targeting EFL learners listening comprehension using the developed software. The researchers involved half of the study participants in semi-structured interviews held in their native language (Persian) to shed light on the pros and cons of the software. Six major themes emerged from the interviews’ content analysis, encapsulating participant’’ generally positive perceptions and some negative perspectives about the software. They perceived the CDA software as novel and interesting, stress-relieving, supportive, convenient, and cost-effective in terms of time and money, and removing the time and location limitations. In contrast, a few others assumed it was time-consuming and stressful, with limited learning and ignoring the benefits of social aspects of teaching. The study’s findings recommend that learners’ perspectives be considered when developing future CDA listening comprehension software to increase the validity of CDA projects by addressing their drawbacks and fully implementing the CDA test's potential to enhance EFL learners’ listening comprehension abilities.https://doi.org/10.1186/s40468-023-00221-9Computerized dynamic assessmentInferential listening comprehension skillsListening comprehension skillsLearners’ perspectivesQualitative research |
| spellingShingle | Saman Ebadi Elham Karimi Shokoufeh Vakili An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment Language Testing in Asia Computerized dynamic assessment Inferential listening comprehension skills Listening comprehension skills Learners’ perspectives Qualitative research |
| title | An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment |
| title_full | An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment |
| title_fullStr | An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment |
| title_full_unstemmed | An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment |
| title_short | An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment |
| title_sort | exploration into efl learners perspectives on online computerized listening comprehension dynamic assessment |
| topic | Computerized dynamic assessment Inferential listening comprehension skills Listening comprehension skills Learners’ perspectives Qualitative research |
| url | https://doi.org/10.1186/s40468-023-00221-9 |
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