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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 30:1 (2017) ► pp.325–341

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Using quizzes to assess and enhance learning of English as a foreign language

 | Universidad de Salamanca
 | Universidad de Salamanca
 | Universidad de Salamanca
Published online: 23 November 2017
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https://doi.org/10.1075/resla.30.1.13san
Abstract
This article addresses the testing effect, which refers to the increase in learning that results from taking tests (Halamish, V., & Bjork, R. A. (2011). When does testing enhance retention?: A distribution-based interpretation of retrieval as a memory modifier. Journal of Experimental Psychology: Learning, Memory, and Cognition, 371, 801–812.Google Scholar logo with link to Google Scholar; (2008). The critical importance of retrieval for learning. Science, 3191, 966–968. Google Scholar logo with link to Google Scholar; Roediger III, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 171, 382–395.Google Scholar logo with link to Google Scholar). The aim was to find out, with a Pretest/Posttest design, whether quizzes can be an effective tool for learning in an EFL environment due to the repeated testing. There are numerous publications dealing with the use of quizzes with concepts from different disciplines (Bälter, O., Enström, E., & Klingenberg, B. (2013). The effect of short formative diagnostic web quizzes with minimal feedback. Computers & Education, 601, 234–242. Google Scholar logo with link to Google Scholar; McDaniel, M. A., Wildman, K. M., & Anderson, J. L. (2012). Using quizzes to enhance summative-assessment performance in a web-based class: An experimental study. Journal of Applied Research in Memory and Cognition, 11, 18–26. Google Scholar logo with link to Google Scholar); however, this research takes it a step further because it is the first time that the effect of quizzes has been experimentally verified with English modal expressions and verbs. The outcome of this research benefits foreign language teachers and supports the long-term learning with quizzes in a foreign language.
Resumen
Este artículo tiene que ver con el “testing effect”, el cual se refiere al aumento de aprendizaje que se produce como resultado de realizar tests (Halamish, V., & Bjork, R. A. (2011). When does testing enhance retention?: A distribution-based interpretation of retrieval as a memory modifier. Journal of Experimental Psychology: Learning, Memory, and Cognition, 371, 801–812.Google Scholar logo with link to Google Scholar; (2008). The critical importance of retrieval for learning. Science, 3191, 966–968. Google Scholar logo with link to Google Scholar; Roediger III, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 171, 382–395.Google Scholar logo with link to Google Scholar). El propósito es comprobar con un diseño Preprueba/Posprueba si los quizzes pueden ser una herramienta eficaz para el aprendizaje, en un ambiente de aprendizaje de lengua extranjera, debido a la repetición de estas pruebas. Numerosas publicaciones tratan con el uso de quizzes y conceptos en diferentes disciplinas (Bälter, O., Enström, E., & Klingenberg, B. (2013). The effect of short formative diagnostic web quizzes with minimal feedback. Computers & Education, 601, 234–242. Google Scholar logo with link to Google Scholar; McDaniel, M. A., Wildman, K. M., & Anderson, J. L. (2012). Using quizzes to enhance summative-assessment performance in a web-based class: An experimental study. Journal of Applied Research in Memory and Cognition, 11, 18–26. Google Scholar logo with link to Google Scholar), sin embargo, esta investigación va más allá porque es la primera vez que el efecto de los quizzes se ha comprobado de manera experimental con verbos y expresiones modales del inglés. El resultado de esta investigación beneficia a los profesores de idiomas y apoya la eficacia a largo plazo del uso de quizzes en clase cuando se aprende una lengua extranjera.
Article outline
  • 1.Introduction
  • 2.The study
    • 2.1Method
    • 2.2Design
    • 2.3Participants
    • 2.4Materials
      • 2.4.1Level Test
      • 2.4.2Treatment
      • 2.4.3Pretest and Posttest
    • 2.5Data collection procedure
  • 3.Results
  • 4.Conclusions
  • References
References (45)
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