CALL E valuation: Students’ Perception and Use of LoMásTv

Pardo-Ballester, Cristina

doi:10.11139/cj.29.3.532-547

Cited by 14 publications

(8 citation statements)

References 23 publications

(38 reference statements)

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“…As well, these evaluations typically reflect a particular theoretical premise from the field of second language acquisition, and they often adopt quasi‐experimental methodologies to ‘test’ for program effectiveness. Thus, for example, numerous evaluations have been published in recent years on the effectiveness and/or impact of approaches to technology‐mediated language teaching, in terms of learner motivation (e.g., Cai & Zhu, ), student perceptions of usefulness (e.g., Pardo–Ballester, ), and proficiency outcomes (e.g., Young, ). Other effectiveness evaluations have examined intensive summer courses (e.g., Xu et al., ), study abroad (e.g., Badstübner & Ecke, ), heritage language program design (e.g., Nocus et al., ), and models of bilingual education (e.g., Admiraal, Westhoff, & de Bot, ).…”

Section: Current Contributions Of Language Program Evaluationmentioning

confidence: 99%

Language Program Evaluation

Norris

2016

The Modern Language Journal

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Language program evaluation is a pragmatic mode of inquiry that illuminates the complex nature of language‐related interventions of various kinds, the factors that foster or constrain them, and the consequences that ensue. Program evaluation enables a variety of evidence‐based decisions and actions, from designing programs and implementing practices to judging effectiveness and improving outcomes. Though often narrowly construed as an external accountability requirement only, evaluation may provide a heuristic for generating new knowledge; raising awareness; and transforming the educational, social, and economic circumstances of individuals and communities. In this article, I review the origins and interdisciplinary nature of program evaluation, and I trace its development within applied linguistics and language education in particular. I then consider the current contributions of language program evaluation, and I point to likely future trends. In particular, I highlight how changing global circumstances, technological affordances, and contexts and purposes for language learning and language use are both impacting the nature of evaluation and presenting challenges for which evaluation is uniquely suited to respond. I also emphasize the potential—versus as yet realized—contribution of program evaluation as a way of ameliorating gaps in current language research and practice, and I point to implications for training, dissemination, and integration of this mode of inquiry as an important part of the future intellectual core of applied linguistics.

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Section: Current Contributions Of Language Program Evaluationmentioning

confidence: 99%

Language Program Evaluation

Norris

2016

The Modern Language Journal

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“…Videos are often used in the L2 classroom to teach language and culture (Pardo-Ballester, 2012;Wagner, 2010a), but they seem to be used much less often in assessing LC (Coniam, 2001;Wagner, 2007Wagner, , 2008Wagner, , & 2010. If videos are an excellent teaching tool, why are they not used more frequently in the classroom for assessing listening?…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, despite the existence of low-stakes language tests using video as a component to measure LC, there is an intriguing mismatch between the L2 instructional listening material that use audivisuals (e.g. Grgurović & Hegelheimer, 2007;Montero, et al, 2013;Pardo-Ballester, 2012;Winke, Gass, & Sydorenko, 2010) and the assessment of LC with no visuals. Even though today computer-based listening exams including visual are becoming the norm, given that in most situations target language use requires that L2 learner make use of visual stimuli (Ockey, 2007), most listening tests are administered using only audio and paper/ pencil (e.g.…”

Section: Originalmentioning

confidence: 99%

Using Video in Web-Based Listening Tests

Pardo-Ballester

2016

J. New Approaches Educ. Res.

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With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC). Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007) while others have found no difference in the performance of participants on the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listening tests. The current study examined the effects of two different types of listening support on L2 learners' comprehension: (a) visual aid in a video with input modified with redundancy and (b) no visuals (audio-only input) with input modified with redundancy. The participants of this study included 246 Spanish students enrolled in two different intermediate Spanish courses at a large Midwestern university who participated in four listening tasks either with video or with audio. Findings of whether the video serves as a listening support device and whether the course formats differ on intermediate-level Spanish learners' comprehension will be shared as well as participants' preferences with respect to listening support.

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“…In particular, when instructors implement pedagogical models that include computer-assisted language learning (call), instructors should evaluate how students react and feel about these innovative pedagogical practices. The evaluation of pedagogical approaches with call carries multiple implications that can impact their effectiveness in the learning process (Ballester, 2012). Overall, the evaluation of pedagogical approaches is done through end-of-course evaluations and final grades compared over time with traditional learning.…”

Section: Introductionmentioning

confidence: 99%

Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions

Jaramillo¹

2019

JALTCALL

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This case study examined students' and their instructor's perceptions and experiences in a flipped intermediate Spanish course which aimed to leverage class time for more interactive and communicative tasks to increase the use of language. Through student surveys and instructor interviews, this study found contrastive perspectives between the students' and instructor's experiences. Results from student surveys showed that their perceptions were lower but positive at the end of the course when compared to the start of the course. In contrast, the instructor had mixed perceptions before and after the course. Discussion of these contrastive perceptions and experiences are presented, as well as of online tasks and classroom activities. In addition, implications are presented in light of increasing our understanding of the affordances that flipped learning offers for language learning, learners' agency, and instructor's support.

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CALL E valuation: Students’ Perception and Use of LoMásTv

Cited by 14 publications

References 23 publications

Language Program Evaluation

Language Program Evaluation

Using Video in Web-Based Listening Tests

Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions

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