Formative Assessment In Second Language Learning A Systematic Review And An Annotated Bibliography
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Formative assessment in second language learning: a systematic review and an annotated bibliography
Author: Skevi Vassiliou
language: en
Publisher: Research-publishing.net
Release Date: 2022-11-21
Throughout its whole history, most research conducted in language assessment refers to testing. It is only since 2000 that language formative assessment started being recorded in research publications. This book tells the story of language formative assessment in two ways, the one complementing the other: in the forms of a systematic review and a descriptive and evaluative annotated bibliography, from the very first published work on the subject in 2000 to 2020. While the systematic review gives the story of language formative assessment in a chronological order and gives an overview of different aspects, the annotated bibliography gives more details for research work published. Τhe main purposes of the book are to (1) give a substantial background in the area, (2) describe how this topic has been approached, (3) contribute to the development of critical thinking, (4) help in establishing the relevance and quality of the annotated material, and (5) facilitate language formative researchers as well as practitioners to form an overview of the research in the area during the specific period under study. The book may be of interest to language practitioners, researchers, teacher trainers, and policy makers. The authors hope that the present publication will be viewed as a valuable contribution to the history of language formative assessment.
Washback Research in Language Assessment
Washback is understood as the effect tests have on teaching and learning, with positive washback producing intended outcomes and negative washback generating unintended effects. By surveying the latest developments in the field and charting future directions, this collection offers a comprehensive treatment of research on washback in the field of language assessment. The book contains chapters exploring fundamental aspects of washback, including the impact-by-design approach, theoretical models, validity frameworks, research designs, and methods. Additional chapters examine washback across various assessment contexts, covering migration-related proficiency tests, formative and standards-based assessments, multilingual and professional language assessments, and the role of technology, including computer-based testing and AI. The book also surveys washback research in primary, secondary, and higher mainstream education, and shadow education, with a focus on English learning in Asian contexts. This book will be of interest to scholars and stakeholders in language testing and assessment, educational measurement, and applied linguistics.
Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning
Many research studies show that the use of technology inside and outside classrooms makes teaching and learning more engaging and motivating. Technology can provide learners with endless opportunities and can improve the learning experience, simplify access to educational resources, enhance autonomous learning, meet individual learning needs, and prepare the learners for future career success when using it to foster 21st-century skills. However, the range and number of technologies currently available can yield challenges for educators if they do not know how to effectively integrate them into their teaching pedagogy. Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning discusses the skills necessary for successful technology use in education and examines technology tools that assist in teaching different languages with a focus on English as a Foreign Language (EFL). Covering a range of topics such as reading, writing, and integrated language skills, this book is ideal for instructors, policymakers, administrators, researchers, practitioners, academicians, and students.