Premium
The development and evaluation of listening and speaking diagnosis and remedial teaching system
Author(s) -
Hsiao HsienSheng,
Chang ChengSian,
Lin ChiouYan,
Chen Berlin,
Wu ChiaHou,
Lin ChienYu
Publication year - 2016
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12237
Subject(s) - remedial education , listening comprehension , active listening , comprehension , psychology , mathematics education , population , foreign language , computer science , medicine , communication , environmental health , programming language
In this study, a system was developed to offer adaptive remedial instruction materials to learners of C hinese as a foreign language ( CFL ). The C hinese L istening and S peaking D iagnosis and R emedial Instruction ( CLSDRI ) system integrated computerized diagnostic tests and remedial instruction materials to diagnose errors made in listening comprehension and speaking. To test the CLSDRI system, 65 CFL students were recruited from the M andarin T raining C enter at N ational T aiwan N ormal U niversity to participate in an experiment. The results indicated that the CLSDRI system made a greater positive impact on the experimental group ( EG ) participants' listening comprehension and oral language proficiency compared with the control group's ( CG ) use of computerized diagnostic tests combined with paper‐based remedial instruction materials. Moreover, the experiment revealed two interesting findings related to the effectiveness of the CLSDRI system: (1) immediate and adaptive remedial instruction materials improved the EG participants' proficiency in listening comprehension and speaking and (2) there were fewer differences in listening comprehension and speaking abilities between the Sinosphere participants who resided in a C hinese population and were influenced by C hinese culture and the non‐Sinosphere participants. These findings support the effectiveness of computer‐assisted language learning.