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Presentation title: Explicit Grammatical Feedback for Moodle Quiz Items

Presentation type: Presentation (20 mins) プレゼンテーション（２０分）

Presentation language: English 英語

Presentation keywords: feedback, grammar

Presentation abstract: This presentation reports results from an experiment that used the item feedback option in quiz questions to evaluate the impact of explicit direct grammatical feedback on attainment. The experiment targeted two clearly defined English grammatical functions. The first was past versus the present particles. The second was appropriate forms for comparatives and superlatives. The participants consisted of 1 st and 2 nd year students drawn from an intensive English program at a mid-sized university. Participants were divided into two, balanced groups (control and experimental) based upon TOEIC scores. A pre-test was administered to evaluate student knowledge of participles. Then, participants answered a series of 75 multiple choice questions where the correct answer was either the past- or present-participle form. For the control group, generic item feedback (e. g. , "Good job! "; "Try harder! You can do it! ") was given in Japanese. Conditions for the experimental group varied only in that feedback for incorrect answers consisted of an explicit explanation in Japanese as to why their choice was incorrect. A post-test was then administered to measure gain. For the second grammatical function, the experimental and control groups were reversed, and participants followed the same steps as for the first function (pre-test, answering a series of questions in moodle, post-test). ANOVA were used to evaluate differences between groups. Results from the analyses, implications for use of the feedback options in moodle, and advice for setting feedback options will be discussed.
Title題名 : Explicit Grammatical Feedback for Moodle Quiz Items
Type種類 : Presentation (20 mins)
Category部類 : Individual presentation
Language言語 : English
Abstract要約 :

This presentation reports results from an experiment that used the item feedback option in quiz questions to evaluate the impact of explicit direct grammatical feedback on attainment. The experiment targeted two clearly defined English grammatical functions. The first was past versus the present particles. The second was appropriate forms for comparatives and superlatives.

The participants consisted of 1st and 2nd year students drawn from an intensive English program at a mid-sized university. Participants were divided into two, balanced groups (control and experimental) based upon TOEIC scores.

A pre-test was administered to evaluate student knowledge of participles. Then, participants answered a series of 75 multiple choice questions where the correct answer was either the past- or present-participle form. For the control group, generic item feedback (e.g., "Good job!"; "Try harder! You can do it!") was given in Japanese. Conditions for the experimental group varied only in that feedback for incorrect answers consisted of an explicit explanation in Japanese as to why their choice was incorrect. A post-test was then administered to measure gain. For the second grammatical function, the experimental and control groups were reversed, and participants followed the same steps as for the first function (pre-test, answering a series of questions in moodle, post-test). ANOVA were used to evaluate differences between groups.

Results from the analyses, implications for use of the feedback options in moodle, and advice for setting feedback options will be discussed.
Keywordsキーワード : feedback, grammar
Topicsトピック : Using Moodle
Presentation times発表時間 : Feb 27th (Thu) a.m.##Feb 27th (Thu) p.m.##Feb 28th (Fri) a.m.##Feb 28th (Fri) p.m.
Main presenter筆頭発表者 : Prof. Brad VISGATIS ヴィスゲイティス ブラッド
Affiliation所属 : Osaka International University 大阪国際大学 (Osaka, Japan)
EmailEメール : visgatis@oiu.jp
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Added by入力ユーザ : Brad VISGATIS
Date added入力日付 : 31 Oct 2019
Date modified更新日付 : 19 Feb 2020
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Peer review査読 :

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Submission status処理状況 : Cancelled
Schedule numberスケジュール番号 : 308-P
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