scholarly journals Grammatical accuracy & length across computer-assisted and pencil–and-paper assessments: Variation in advanced-level EFL writing

2016 ◽  
Vol 7 (1) ◽  
pp. 989-996
Author(s):  
Masoud Yaghoubi Notash ◽  
Maryam Mahmoodi
Keyword(s):  
Language Testing ◽  
Communication Technologies ◽  
The Other ◽  
Computer Assisted ◽  
Efl Writing ◽  
Advanced Level ◽  
Digital Era ◽  
Grammatical Accuracy ◽  
Computer Based ◽  
Paper And Pencil

The sweeping trend of communication technologies increasingly makes computers and computer-based operations an indispensable part of our everyday lives. Education as a institution deeply rooted within the context of the broader community can, therefore, hardly afford to do without the digital era. Assessment, as a subcategory of education, is expected to be under the influence of the same trend. The present study, focusing on the EFL situation in Iran compared two equal-sized advanced learners’  each containing 20) writing accuracy and length. One group employed the traditional paper-and-pencil  PPT) mode while the other used computer-assisted language testing  CALT).  Results indicated a significantly more accurate writing for the CALT group, while a longer writing production for the PPT group. Implications of the study are discussed.

Sigal's Ineffective Computer-Based Practice of Arithmetic: A Case Study

1988 ◽  
Vol 19 (3) ◽  
pp. 195-214
Author(s):  
Nira Hativa
Keyword(s):  
Substantial Improvement ◽  
Computer Assisted Instruction ◽  
Second Grade ◽  
Computer Assisted ◽  
Design And Implementation ◽  
Hierarchical Levels ◽  
Computer Based ◽  
Paper And Pencil ◽  
Assisted Instruction

Sigal, a second-grade girl in Israel, was observed for several months while practicing arithmetic with a structured and controlled computer-assisted instruction (CAI) system. Sigal was average in arithmetic in her class, enjoyed the computer practice, and believed that it helped her in arithmetic. However, observations showed that she consistently failed to solve problems on the computer that she could do successfully with paper and pencil. She was therefore given CAI practice well below her real arithmetic ability. She often oscillated among a few types of exercises, sometimes regressing rather than advancing upward in the hierarchical levels of practice. Several kinds of interventions did not bring about substantial improvement in her work with the computer. Continued observations in the following 2 years showed almost no change in her CAI-related behavior. This paper suggests the reasons for Sigal's problems with the CAI practice and draws implications for CAI design and implementation.

The Utility of Computer-Assisted Power Analysis Lab Instruction

2007 ◽  
Vol 34 (4) ◽  
pp. 248-252 ◽  
Author(s):  
John V. Petrocelli
Keyword(s):  
Sample Size ◽  
Undergraduate Students ◽  
Power Analysis ◽  
The Other ◽  
Homework Assignment ◽  
Size Analysis ◽  
Computer Assisted ◽  
Psychology Research ◽  
Research Projects ◽  
Computer Based

Undergraduate students ( N = 47), enrolled in 2 separate psychology research methods classes, evaluated a power analysis lab demonstration and homework assignment. Students attended 1 of 2 lectures that included a basic introduction to power analysis and sample size analysis. One lecture included a demonstration of how to use a computer-based power analysis calculator, whereas the other lecture did not. Students then completed a homework assignment (with or without the power analysis calculator). Compared to students who did not use the power analysis calculator, students who did reported that the lab and homework assignment increased their understanding of power analysis and increased their overall level of interest in their research projects. These students also recommended using the lab in future courses.

A Comparison of Paper-and-Pencil and Computerized Forms of Line Orientation and Enhanced Cued Recall Tests

2012 ◽  
Vol 110 (2) ◽  
pp. 383-396 ◽  
Author(s):  
Petek Aşkar ◽  
Arif Altun ◽  
Banu Cangöz ◽  
Vildan Çevik ◽  
Galip Kaya ◽  
...  
Keyword(s):  
Neuropsychological Tests ◽  
Recall Test ◽  
Cued Recall ◽  
Line Orientation ◽  
The Other ◽  
Test Paper ◽  
Score Difference ◽  
Computer Based ◽  
Paper And Pencil ◽  
Orientation Test

The purpose of this study was to assess whether a computerized battery of neuropsychological tests could produce similar results as the conventional forms. Comparisons on 77 volunteer undergraduates were carried out with two neuropsychological tests: Line Orientation Test and Enhanced Cued Recall Test. Firstly, students were assigned randomly across the test medium (paper-and-pencil versus computerized). Secondly, the groups were given the same test in the other medium after a 30-day interval between tests. Results showed that the Enhanced Cued Recall Test–Computer-based did not correlate with the Enhanced Cued Recall Test-Paper-and-pencil results. Line Orientation Test–Computer-based scores, on the other hand, did correlate significantly with the Line Orientation Test–Paper-and-pencil version. In both tests, scores were higher on paper-and-pencil tests compared to computer-based tests. Total score difference between modalities was statistically significant for both Enhanced Cued Recall Tests and for the Line Orientation Test. In both computer-based tests, it took less time for participants to complete the tests.

scholarly journals A Critical Review of Selected Computer Assisted Language Testing Instruments

2002 ◽  
pp. 3-6
Author(s):  
Magdolna Feketéné Silye ◽  
Troy B. Wiwczaroski
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Testing ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Web Based ◽  
Positive Attitudes ◽  
Recent Developments ◽  
Computer Based ◽  
Testing Instruments

Over the past few decades, a fairly large literature examining the effectiveness of computer-assisted language learning (CALL) has been developed. The findings indicate that language learners have generally positive attitudes toward using computers in the classroom. Less is known, however, about the more specific areas of computers in language testing. The purpose of this article is to examine recent developments in language testing that directly involve computer use. After a brief overview of computer-based testing (CBT) in general, web-based testing (WBT) is defined and certain issues reviewed.

scholarly journals Hot Potatoes activities to improve grammatical accuracy across different proficiency courses

2020 ◽  
Author(s):  
Izaskun Villarreal ◽  
Esther Gómez Lacabex ◽  
Francisco Gallardo del Puerto ◽  
María Martínez Adrián ◽  
Juncal Gutiérrez Mangado
Keyword(s):  
University Students ◽  
Language Learning ◽  
The Other ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Proficiency Level ◽  
Before And After ◽  
Grammatical Accuracy ◽  
Effect Of Treatment

Few studies have gauged the effects of Computer Assisted Language Learning –CALL– on the verbal accuracy of students. The current study explores the use of Hot Potatoes JCloze-type exercises as supplementary classroom work to enhance the English tense accuracy of university students enrolled in three EFL proficiency level courses -high-intermediate (B2) and advanced (C1 and C2). Tense marking was measured before and after a period of autonomous, self-paced CALL work in which students could access theoretical information and practiced with Hot Potatoes exercises. The comparisons revealed that the experience was mainly beneficial for the C1 level course group, the other two experimenting non-significant gains. Results only partially support a boosting effect of CALL additional practice. They also suggest that proficiency should be taken into consideration as it can affect the effect of treatment as not all the proficiency level courses experienced advantages. Alternatives to improve effectiveness are then suggested.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

Pengembangan Pembelajaran Model Blended Computer Based Learning (BCBL) Tentang Turunan Fungsi untuk Meningkatkan Kemandirian Belajar Siswa SMA

2019 ◽  
Vol 2 ◽  
Author(s):  
M. Safrudin ◽  
Sutaryat Trisnamansyah ◽  
Tb. Abin Syamsuddin Makmun ◽  
Deni Darmawan
Keyword(s):  
High Schools ◽  
Simulation Experiment ◽  
Computer Assisted ◽  
Development Stages ◽  
Computer Based Learning ◽  
Self Reliance ◽  
Computer Based ◽  
Systematic Development ◽  
Learner Activity

The aimed of this studied was developed learning through computer-assisted as BCBL. Result of this studied have been stated that: (a) the potential of five high schools in Karawang districts supported the implementation of BCBL development, (b) planning of BCBL development through a systematic development stages from preparation, production, simulation, experiment, and publication, (c) the implementation result of BCBL learning through revision tested were learner activity and higher autonomy. Keywords: BCBL; Independence Self-reliance; Student Competence.

Effect of C6-Volatiles on Bioluminescent Plant Pathogens

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 557d-557
Author(s):  
Jennifer Warr ◽  
Fenny Dane ◽  
Bob Ebel
Keyword(s):  
Biological Activity ◽  
Bacterial Growth ◽  
Xanthomonas Campestris ◽  
Plant Pathogens ◽  
Genetically Engineered ◽  
The Other ◽  
Computer Assisted ◽  
Signal Molecules ◽  
Low Concentrations

C6 volatile compounds are known to be produced by the plant upon pathogen attack or other stress-related events. The biological activity of many of these substances is poorly understood, but some might produce signal molecules important in host–pathogen interactions. In this research we explored the possibility that lipid-derived C6 volatiles have a direct effect on bacterial plant pathogens. To this purpose we used a unique tool, a bacterium genetically engineered to bioluminesce. Light-producing genes from a fish-associated bacterium were introduced into Xanthomonas campestris pv. campestris, enabling nondestructive detection of bacteria in vitro and in the plant with special computer-assisted camera equipment. The effects of different C6 volatiles (trans-2 hexanal, trans-2 hexen-1-ol and cis-3 hexenol) on growth of bioluminescent Xanthomonas campestris were investigated. Different volatile concentrations were used. Treatment with trans-2 hexanal appeared bactericidal at low concentrations (1% and 10%), while treatments with the other volatiles were not inhibitive to bacterial growth. The implications of these results with respect to practical use of trans-2 hexanal in pathogen susceptible and resistant plants will be discussed.

The Semantic Differential as an Index of Traffic Sign Perception and Comprehension

1977 ◽  
Vol 19 (2) ◽  
pp. 183-189 ◽  
Author(s):  
Robert E. Dewar ◽  
Jerry G. Ells
Keyword(s):  
Semantic Differential ◽  
The Other ◽  
Traffic Sign ◽  
Two Factors ◽  
Valid Instrument ◽  
Paper And Pencil ◽  
Verbal Messages ◽  
Highly Correlated

There is a need to develop and validate simple, inexpensive techniques for the evaluation of traffic sign messages. This paper examines the semantic differential (a paper-and-pencil test which measures psychological meaning) as a potential instrument for such evaluation. Two experiments are described, one relating semantic differential scores to comprehension and the other relating this index to glance legibility. The data indicate that semantic differential scores on all four factors (evaluative, activity, potency, and understandability) were highly correlated with comprehension of symbolic messages. These scores were unrelated to glance legibility of verbal messages, but two factors (evaluative and understandability) did correlate with glance legibility of symbolic messages. It was concluded that the semantic differential is a valid instrument for evaluating comprehension of symbolic sign messages and that it has advantages over other techniques.

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