The Usability of Online Quizzes

Dumova, Tatyana

doi:10.4018/978-1-61350-077-4.ch004

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…There are a number of studies related to web-based tests and assessments which provide useful information for this investigation. Firstly, a similar study was done by Dumova (2012). The main purpose of the study is to examine the usability of web-based assessment tools offered by Black-board, and the second purpose is to find the perceptions differences between students in physical sciences and social sciences.…”

Section: Review Of Literaturementioning

confidence: 99%

The Use of Web-Based Tests in an English Classroom: EFL Students’ Perceptions

Adheliya Septiarananda,

Hermagustiana,

Surya

et al. 2023

JELTEC

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One of the practical applications of technology integration in the educational field is a web-based test. Since students need to be involved in the classroom assessment decision, knowing their perceptions toward the use of evaluation media is deemed important. Thus, this study was aimed to identify the students’ perceptions on the use of web-based tests in an English class and to examine the problems experienced by students when using them in the classrooms. One hundred fourteen high school students participated in this study. This study utilized a survey which consisted of both open and close ended questions. A google form-based questionnaire was used to collect the data from the selected participants. The data were analyzed by using descriptive statistical analysis. The result of this study indicated that the students had positive perceptions of the use of web-based tests. However, they experienced some problems during the implementation of the web-based tests. The problems include the mobile device breakdown, lack of security, unfamiliarity, internet connection issue, server failure, browser incompatibility, mobile device unavailability, mobile device incompatibility, and time limitation. The study also found that the most frequent problem experienced by students was the server failure problem. Some pedagogical implications of this study were discussed.

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Section: Review Of Literaturementioning

confidence: 99%

The Use of Web-Based Tests in an English Classroom: EFL Students’ Perceptions

Adheliya Septiarananda,

Hermagustiana,

Surya

et al. 2023

JELTEC

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“…podcasts, videos, games, and quizzes) have a positive influence on L2 learning and teaching. Reported effectiveness of CALL affordances such as games (Chiu, 2013), podcasts (Winke, Gass, & Sydorenko, 2013), and quizzes (Arora, Evans, Gardner, Gulbrandsen, & Riley, 2015;Dumova, 2012;Lu, 2009) to develop different aspects of L2 learning (e.g. vocabulary learning, developing listening and speaking etc.)…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of applying the FonF practice model on developing L2 listening and speaking with a focus on intentional and incidental vocabulary acquisition in CALL context

Bahari

2019

Rev. lingüíst. leng. apl.

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Drawing on dynamic systems theory, FonF practice model was contextualized with respect to its impact on L2 learners’ incidental and intentional vocabulary acquisition in CALL context. To this end, a mixed methods approach was conducted on a sample of 93 intermediate EFL learners in CALL setting in keeping with the FonF practice model. Comparing incidental and intentional acquisition was the target of the study. The obtained results confirmed the effectiveness of the FonF practice model via form-, meaning-, and communication-oriented strategies to develop listening and speaking proficiency as well as incidental and intentional vocabulary acquisition among the experimental group. The main educational implication of the study is the effectiveness of FonF practice model at recruiting the potential behind CALL affordances towards developing listening-speaking proficiency and developing intentional and incidental vocabulary while catering for nonlinear dynamic motivational factors at individual L2 learner level.

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Developing ESP Learners’ Vocabulary Learning by Contextualization of the FonF Practice Model in CALL Context

soltani

Mohseni²

2021

JEHCP

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The FonF practice model (focus on form) as a technology-oriented pedagogical model was contextualized to examine its efficacy on the second language (L2) learners' intentional and incidental vocabulary learning in computer-assisted language learning (CALL)as an attempt to integrate the emerging educational technologies into L2 learning. To this end, a sample of 55 medical ESP learners participated in a mixed methods research study that administered the FonF practice model-based treatment as the educational intervention among the experimental group. The findings confirmed the efficacy of the FonF practice model in developing incidental and intentional vocabulary learning among the participants who used technology-based tools at form, meaning, and communication levels. Theoretically, the main implication is the need to address individual differences in general and nonlinearity and dynamicity of motivation in particular. Pedagogically, L2 teachers are suggested to benefit from reported CALL tools to boost incidental and intentional vocabulary learning for ESP purposes.

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The Usability of Online Quizzes

Cited by 4 publications

References 8 publications

The Use of Web-Based Tests in an English Classroom: EFL Students’ Perceptions

The Use of Web-Based Tests in an English Classroom: EFL Students’ Perceptions

The impact of applying the FonF practice model on developing L2 listening and speaking with a focus on intentional and incidental vocabulary acquisition in CALL context

Developing ESP Learners’ Vocabulary Learning by Contextualization of the FonF Practice Model in CALL Context

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