Temat: computer anxiety - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment
Autorzy:: Dracopoulous, Effie
Pichette, Francois
Powiązania:: https://bibliotekanauki.pl/articles/780923.pdf
Data publikacji:: 2011-04
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: writing anxiety
computer anxiety
second language learning
ESL
distance learning
Opis:: The study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course.
Źródło:: Studies in Second Language Learning and Teaching; 2011, 1, 1; 101-117
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Catering to assessment needs of students of English - call to the rescue?
Autorzy:: Buczek-Zawiła, Anita
Powiązania:: https://bibliotekanauki.pl/articles/2085226.pdf
Data publikacji:: 2021
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: assessment
test anxiety
pronunciation instruction
pen-and-paper tests
computer-based tests
Opis:: The study focuses on the process of assessing (a micro-skill) goal attainment in EFL pronunciation course via measures which can foster different students’ attitudes and self-perceptions. Standard (pen-and-paper) tests offer immediate evidence of success but they put heavy demands on students’ cognitive, performance and stress-controlling skills. CALL-related techniques can be used as supplementary ones, even if technically assessing different sub-skills, Kahoot or Moodle quizzes can complement and re-orientate the assessment as well as the learning processes. To investigate the impact of the diverse assessment measures a small-scale research was conducted among Year 1 students of the English Department at the Pedagogical University in Kraków. They are participants in a 90-hours-a-year pronunciation course, where one of the components involves mastering transcribing skills. The specific element of the course evaluated by standard and CALL-related measures in the study were the phonetic variants of the -es and -ed endings in English. Through analysis of test scores, coupled with the ideas obtained via semi-structured interviews, the study hoped to verify the claim that matters such as student comfort, instant individual feedback and personal safety are most efficiently handled by the Moodle quizzes. Apart from providing well-balanced scores, they offer the least-threatening, stress-free environments for learning and assessment, thus developing students’ self-monitoring their progress.
Źródło:: Teaching English with Technology; 2021, 21, 2; 38-65
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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