Abstract

Although formative assessment has been recognized as an effective way for improving learning, scant attention has been paid to the specific design on the sequence of applying formative assessment practice in computer-assisted language learning (CALL). Even less emphasis has been devoted to the cognitive and affective outcomes of different orders of formative assessment strategies on building students’ public speaking competence. This mixed-method research employed multi-source data to explore and explain the effects of two different ways of sequencing video-based formative assessment on English language learners’ public speaking anxiety and their performance. Two intact classes in a 16-week English public speaking course were randomly assigned to two groups, 25 in the self-assessment-initiated (SAI) group and 26 in the peer-assessment-initiated (PAI) group. Following two different sequences of formative practice, both groups were required to complete three formal English public speeches. Both quantitative and qualitative findings indicated that learners in the SAI group showed significantly lower public speaking anxiety than those in the PAI group, whereas learners in the PAI group showed significantly better public speaking performance. Moreover, the findings showed that SAI formative practice helped the learners to pay more attention to their delivery and anxiety levels in public speaking, while PAI formative practice may have led the learners to improve their proper use of English language. This research indicated that the sequence of implementing different modalities of assessment matters. Supported by video technology and CALL tools, different sequences in obtaining varying sources of feedback can affect students’ public speaking anxiety and competence. This study provides refined understandings about the sequences of using video technology in formative practice for alleviating the learners’ public speaking anxiety and improving their performance. The findings suggest that self-assessment should be arranged first for learners with a higher-level of anxiety while peer-assessment should be conducted first for learners with a lower-level of English language proficiency.

Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1946562 .

摘要

尽管形成性评价已被公认为提高学习的有效途径，但很少有人关注计算机辅助语言学习（CALL）中形成性评价实践应用顺序的具体设计。更少强调不同顺序的形成性评估策略对培养学生公共演讲能力的认知和情感结果。这项混合方法研究采用多源数据来探索和解释两种不同的顺序视频形成性评估方式对英语学习者的公开演讲焦虑及其表现的影响。为期 16 周的英语公开演讲课程中的两个完整班级被随机分配到两组，自我评估发起 (SAI) 组中有 25 人，同行评估发起 (PAI) 组中有 26 人。按照两种不同的形成性练习顺序，两组都需要完成三场正式的英语公开演讲。定量和定性研究结果均表明，SAI 组的学习者公开演讲焦虑明显低于 PAI 组，而 PAI 组的学习者公开演讲表现明显更好。此外，研究结果表明，SAI 形成性练习帮助学习者更多地关注他们在公开演讲中的表达和焦虑水平，而 PAI 形成性练习可能导致学习者提高他们正确使用英语的能力。这项研究表明，实施不同评估方式的顺序很重要。在视频技术和 CALL 工具的支持下，获取不同来源反馈的不同顺序会影响学生的公开演讲焦虑和能力。本研究提供了关于在形成性实践中使用视频技术的顺序的精细理解，以减轻学习者的公开演讲焦虑并提高他们的表现。研究结果表明，焦虑程度较高的学习者应优先安排自测，而英语水平较低的学习者应优先安排互评。本研究提供了关于在形成性实践中使用视频技术的顺序的精细理解，以减轻学习者的公开演讲焦虑并提高他们的表现。研究结果表明，焦虑程度较高的学习者应优先安排自测，而英语水平较低的学习者应优先安排互评。本研究提供了关于在形成性实践中使用视频技术的顺序的精细理解，以减轻学习者的公开演讲焦虑并提高他们的表现。研究结果表明，焦虑程度较高的学习者应优先安排自测，而英语水平较低的学习者应优先安排互评。

本文的补充数据可在 https://doi.org/10.1080/09588221.2021.1946562 在线获取。