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Integrating Mind Tools and Peer Assessment for Assisting Students in Foreign Language Learning

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Emerging Technologies for Education (SETE 2016)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 10108))

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Abstract

This study compared the learning effectiveness, speaking time length, communication competence, foreign language speaking anxiety, and cognitive loads of high and low English proficiency students playing the roles of both assessors and practitioners in a mobile-assisted language learning activity. This study integrated a concept-mapping application as a mind tool with an oral recorder application on tablets to support EFL learners speaking English. The system, named CMAS (i.e., the Concept Mapping-Assisted Speaking system), includes peer assessment and evaluation of concept maps at the end of each round of activities. After three rounds, the results indicated that the overall speaking effectiveness including appropriateness of vocabulary, pronunciation, intonation, fluency, grammar, and accuracy of the high proficiency students was significantly higher than that of the low proficiency students. The cognitive loads of the low proficiency students were higher than those of the high proficiency students. However, there was no significant difference between the length of speaking time of the two groups. There was no remarkable difference between the speaking anxieties of the two groups after the experiment. The CMAS benefited not only the high-proficiency students but also the low-proficiency students, especially in terms of the speaking time length and the speaking anxieties of the low-proficiency students so future research directions were identified based on the results.

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Acknowledgement

This study is supported in part by the Ministry of Science and Technology in Taiwan under contract numbers: NSC 102-2511-S-003-055-MY2 and MOST 105-2628-S-003-002-MY3. This study was conducted in a junior high school and the author is grateful to Miss Chia-Lin Lu for carrying out the experiment in her English class.

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Authors and Affiliations

  1. Department of Technology Application and Human Resource Development, National Taiwan Normal University, 162, Section 1, Heping East Road, Daan Block, Taipei, 10610, Taiwan

    Ting-Chia Hsu

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  1. Ting-Chia Hsu
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Correspondence to Ting-Chia Hsu .

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Editors and Affiliations

  1. National Yunlin University of Science and Technology, Yunlin, Taiwan

    Ting-Ting Wu

  2. Free University of Bozen-Bolzano, Rome, Italy

    Rosella Gennari

  3. National Cheng-Kung University, Tainan, Taiwan

    Yueh-Min Huang

  4. The Education University of Hong Kong, Hong Kong, Hong Kong

    Haoran Xie

  5. MC Information Multimedia Communication AG, Saarbrücken, Germany

    Yiwei Cao

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Hsu, TC. (2017). Integrating Mind Tools and Peer Assessment for Assisting Students in Foreign Language Learning. In: Wu, TT., Gennari, R., Huang, YM., Xie, H., Cao, Y. (eds) Emerging Technologies for Education. SETE 2016. Lecture Notes in Computer Science(), vol 10108. Springer, Cham. https://doi.org/10.1007/978-3-319-52836-6_73

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  • DOI: https://doi.org/10.1007/978-3-319-52836-6_73

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-52835-9

  • Online ISBN: 978-3-319-52836-6

  • eBook Packages: Computer ScienceComputer Science (R0)

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