English (United Kingdom)

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The present study involved a quantitative research with an ex-post facto design. We aimed to explore participants' perceptions about the effectiveness of using online assessment and self-assessment quizzes to improve their level of English, to provide them a significant and effective feedback, to support autonomous learning, and to give them the opportunity to direct their learning. The study was based on a sample of 358 students who were recruited from the Faculty of Education at the Pontifical University of Salamanca, and were all enrolled in the subject English I. Participants ranged in age from 20 to 58 with an average age of 29.49 and were divided into four age groups (20-24, 25-29, 30 34 and 35 or more than 35). The descriptive and inferential analysis provided evidences about the positive students' perception of the effectiveness of online assessment and self-assessment quizzes towards the possibilities they offered to practice and improve their level of English, to motivate their learning, and to encourage the study of the subject. The results also suggested the relevance of online quizzes to support autonomous learning, and the potential of immediate feedback to guide participants' learning.

The use of online quizzes for continuous assessment and self-assessment of second-language learners