Advancing Language Assessment and Evaluation: Innovative Strategies for Specialized English Teaching

Mona Jabbar Shalash

doi:10.47667/ijphr.v5i1.297

Autori

Mona Jabbar Shalash University of Misan, College of Basic Education ,English Dept

DOI:

https://doi.org/10.47667/ijphr.v5i1.297

Parole chiave:

Language assessment, Evaluation, English teaching, Assessment methodologies

Abstract

This research paper examines the field of language assessment and evaluation. We shall primarily concentrate on the sophisticated techniques used in the specialized domain of English instruction. With the growing need for enhanced language training, educators are striving to enhance assessment techniques in order to precisely gauge language competency and provide focused instructional interventions. We acknowledge that the process of acquiring language is always evolving. Therefore, our study advocates for the use of adaptable and varied evaluation techniques that surpass conventional approaches. We are exploring the use of technology, artificial intelligence, and data analytics to develop customized assessment tools. These technologies would enable the assessment of individual student performance and provide targeted support for their unique learning requirements. Furthermore, the research explores the use of performance-based evaluations and proposes that instructors have to design activities that emulate authentic language scenarios. This strategy enhances the credibility of evaluations and provides vital insights into a learner's practical language application abilities. We use case studies and practical examples to demonstrate the effective implementation of these advanced tactics in various specialized English teaching contexts.

Downloads

I dati di download non sono ancora disponibili.

Riferimenti bibliografici

Berger, J., & Packard, G. (2022). Using natural language processing to understand people and culture. American Psychologist, 77(4), 525. https://doi.org/10.1037/amp0000882

Cevheroglu, S. (2023). Misidentifying English Language Learners with Learning Disabilities.

Chiriţescu, I. M., & Păunescu, F. A. (2021). Word vs. Term-Language for Specific Purposes. Revista de Stiinte Politice, (69), 93-108.

Dang, T. K. A., Bonar, G., & Yao, J. (2023). Professional learning for educators teaching in English-medium-instruction in higher education: A systematic review. Teaching in Higher Education, 28(4), 840-858. https://doi.org/10.1080/13562517.2020.1863350

Fitria, T. N. (2020). Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT). Journal of English Teaching Adi Buana, 5(01).

Fredman, T. B. (2021). Describing the Relationship between Joint Attention Episodes and Language Skills in Children with Language Delays (Doctoral dissertation).

Gu, Y. (2021). ChinaCALL in retrospect and prospect: Opening a welcome window to the World’s CALLs. Journal of China Computer-Assisted Language Learning, 1(1), 1-27. https://doi.org/10.1515/jccall-2021-2001

Hasrol, S. B., Zakaria, A., & Aryadoust, V. (2022). A systematic review of authenticity in second language assessment. Research Methods in Applied Linguistics, 1(3), 100023.

Haug, T., Mann, W., & Holzknecht, F. (2023). The Use of Technology in Sign Language Testing: Results of a Pre-Pandemic Survey. Sign Language Studies, 23(2), 243-281. https://doi.org/10.1353/sls.2023.0003

Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022). Artificial intelligence for assessment and feedback to enhance student success in higher education. Mathematical Problems in Engineering, 2022, 1-19. https://doi.org/10.1155/2022/5215722

Huang, K. H., Chan, H. P., Fung, Y. R., Qiu, H., Zhou, M., Joty, S., ... & Ji, H. (2024). From Pixels to Insights: A Survey on Automatic Chart Understanding in the Era of Large Foundation Models. arXiv preprint arXiv:2403.12027.

Jollibekova, M. (2024). The Use Of Information And Communication Technologies In Learning English Language. Евразийский журнал академических исследований, 4(3), 76-80.

Karasheva, Z., Amirova, A., Ageyeva, L., Jazdykbayeva, M., & Uaidullakyzy, E. (2021). Preparation of Future Specialists for the Formation of Educational Communication Skills for Elementary School Children. World Journal on Educational Technology: Current Issues, 13(3), 467-484.

Kianinezhad, N. (2023). Language Assessment Literacy: The Role of Self-Reflection. Journal of English Language and Culture, 14(1). http://dx.doi.org/10.30813/jelc.v14i1.4662

Lenci, S. (2020). Technology And Language Learning: From Call To Mall.

McKay, S. (2013). Authenticity in the language teaching curriculum. The encyclopedia of applied linguistics, 1-6.

Milliner, B., & Barr, B. (2020). Computer-assisted language testing and learner behavior. Technology and the psychology of second language learners and users, 115-143.

Narayan, R. (2023). A Critical Review of Portfolio Assessment as an Alternative Tool in English Language Teaching Classrooms. English Language and Literature Studies, 13(1), 1-8.

Nykyporets, S. S., Melnyk, O. D., Ibrahimova, L. V., Boiko, Y. V., & Kukharchuk, H. V. (2023). Fostering critical thinking in technical university students in foreign language classes: Strategies and approaches for cultivating analytical proficiency. Bulletin of Science and Education.№ 8: 344-360.

Omonova, M. (2024). Principles Of Improving Students’language Competences Of Non-Philological Education. News of UzMU journal, 1(1.2. 1), 171-175.

Peppard, J. (2021). The lexical syllabus and English language coursebooks: a corpus-based case study of the highly frequent word'like' (Doctoral dissertation, University of Birmingham).

Sadeghi, K., & Douglas, D. (Eds.). (2023). Fundamental considerations in technology mediated language assessment. Taylor & Francis.

Santoso, G. (2021). Civic Education Based on 21st Century Skills in Philosophical, Theoretical and Futurist Resolution Dimensions at Muhammadiyah University of Jakarta:(UMJ). World journal of business research and project management, 1(02), 103-113. https://doi.org/10.29138/brpm.v1i02.67

Sasalia, O. A., & Sari, F. M. (2020). Utilizing Novel In The Reading Class To Explore Students’viewpoint Of Its Effectiveness. Journal of English Language Teaching and Learning, 1(2), 56-61.

Sawalmeh, M. H., & Dey, M. (2023). Globalization and the increasing demand for spoken English teachers. Research Journal in Advanced Humanities, 4(2). https://doi.org/10.58256/rjah.v4i2.1097

Sihag, K. (2023). Assessing Proficiency: Navigating The Maze Of Language Assessment Tools. International Journal of Linguistics Applied Psychology and Technology (IJLAPT), 1(1), 21-28.

Soomro, A. R., Abbasi, I. A., & Kalhoro, I. A. (2023). A Study on Difficulties in Teaching Grammar to English Learners at Secondary Level in District Multan. Journal of Policy Research, 9(2), 382-389. https://doi.org/10.5281/zenodo.8251014.

Tajeddin, Z., Khatib, M., & Mahdavi, M. (2022). Critical language assessment literacy of EFL teachers: Scale construction and validation. Language Testing, 39(4), 649-678.

Tang, F. (2024). Understanding the role of digital immersive technology in educating the students of english language: does it promote critical thinking and self-directed learning for achieving sustainability in education with the help of teamwork?. BMC psychology, 12(1), 144. https://doi.org/10.1186/s40359-024-01636-6

Ulum, Ö. G. (2020). A critical deconstruction of computer-based test application in Turkish State University. Education and Information Technologies, 25(6), 4883-4896.

Utami, L. P. R. A., Suwastini, N. K. A., Dantes, G. R., Suprihatin, C. T., & Adnyani, K. E. K. (2021). Virtual reality for supporting authentic learning in 21st century language classroom. Jurnal Pendidikan Teknologi dan Kejuruan, 18(1), 132-141. https://doi.org/10.23887/jptk-undiksha.v18i1.32376

Voss, E. (2021). The role of technology in learning-oriented assessment. In Learning-Oriented Language Assessment (pp. 207-224). Routledge.

Wiggins, M. W. (2021). A behaviour-based approach to the assessment of cue utilisation: implications for situation assessment and performance. Theoretical Issues in Ergonomics Science, 22(1), 46-62. https://doi.org/10.1080/1463922X.2020.1758828

Yulian, R. (2021). The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education. Studies in English Language and Education, 8(2), 508-522. https://doi.org/10.24815/siele.v8i2.18366

Zhai, C., & Wibowo, S. (2023). A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students’ interactional competence in the university. Computers and Education: Artificial Intelligence, 4, 100134.