Dynamic adaptive audio training tests as a means of monitoring bilingual education
https://doi.org/10.32517/0234-0453-2019-34-10-46-54
Abstract
The article discusses the conditions for the use of computerized dynamic adaptive tests to provide developing training and monitoring in the field of foreign language education. Dynamic adaptive test simulators used as a tool for personalizing and monitoring foreign language education are still insufficiently represented in the educational practice of the Russian Federation. The authors of the article offer recommendations on the use of dynamic adaptive audio test simulators for monitoring foreign language education. As indicators of monitoring, the parameters characterizing the learning ability of students are considered: feedback coefficient; the complexity and time pace of learning activities of students of a foreign language.
The purpose of the article is to present authors’ recommendations on the implementation of dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education, providing for monitoring the quality of bilingual education based on the integration of individualized learning and dynamic adaptive testing of educational activities.
The research methodology is an analysis of the use of existing dynamic adaptive test simulators in the field of foreign language education; studying the results of interdisciplinary studies of domestic and foreign scientists on the creation and use of dynamic adaptive tests for the learning process as a whole and the creation of dynamic adaptive tests for foreign education in particular; analysis and generalization of the author’s experience of using dynamic adaptive audio tests simulators as a tool for monitoring educational activities in the field of foreign language education.
Results of the reseach are: authors developed computerized dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education; indicators of monitoring the learning process in the field of foreign language education are identified, including the total feedback coefficient, actiograms, time pace and laboriousness; testing was carried out and recommendations were given for the use of dynamic adaptive audio test simulators for monitoring educational activities in the field of foreign language education.
Analyzing the results of testing dynamic adaptive audio test simulators in a foreign language, the authors conclude that their use in practice implements personalized dynamic monitoring of the process of teaching foreign languages, thereby improving the quality of teaching foreign languages. Dynamic adaptive audio test simulators can provide monitoring of the dynamics of the process of teaching native and foreign languages.
Keywords
About the Authors
M. V. NoskovRussian Federation
Mikhail V. Noskov, Doctor of Sciences (Physics and Mathematics), Professor, Professor at the Department of Applied Mathematics and Computer Security, Institute of Space and Information Technologies
660041, Krasnoyarsk, Svobodny prospect, 79
I. P. Peregudova
Russian Federation
Irina P. Peregudova, graduate student, Institute of Space and Information Technologies
660041, Krasnoyarsk, Svobodny prospect, 79
P. P. Dyachuk
Russian Federation
Pavel P. Dyachuk, Doctor of Sciences (Education), Docent, Professor at the Department of Mathematics and Methods of Teaching Mathematics
660049, Krasnoyarsk, ul. Perensona, 7
O. I. Denisenko
Russian Federation
Oleg I. Denisenko, Senior Lecturer at the Department of Foreign Languages
660041, Krasnoyarsk, Svobodny prospect, 79
References
1. Shabani K. Dynamic assessment of L2 learners’ comprehension processes: A Vygotskian perspective. Procedia — Social and Behavioral Sciences, 2012, vol. 32, p. 321–328. DOI: 10.1016/j.sbspro.2012.01.047
2. Poehner M. E., Lantolf J. P. Dynamic assessment in the language classroom. Language Teaching Research, 2005, vol. 9, is. 3, p. 233–265. DOI: 10.1191/1362168805lr166oa
3. Lantolf J. P., Poehner M. E. Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 2010, vol. 15, is. 1, p. 11–33. DOI: 10.1177/1362168810383328
4. Poehner M. E., van Compernolle R. A. Frames of interaction in dynamic assessment: Developmental diagnoses of second language learning. Assessment in Education: Principles, Policy & Practice, 2011, vol. 18, is. 2, p. 183–198.
5. Birjandi P., Ebadi S. Microgenesis in dynamic assessment of L2 learners’ socio-cognitive development via web 2.0. Procedia — Social and Behavioral Sciences, 2012, vol. 32, p. 34–39. DOI: 10.1016/j.sbspro.2012.01.006
6. Pishghadam R., Barabadi E. Constructing and validating computerized dynamic assessment of L2 reading comprehension. IJAL, 2012, vol. 15, is. 1, p. 73–95. Available at: http://ijal.khu.ac.ir/article-1-79-en.html
7. Poehner M. E., Lantolf J. P. Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA). Language Teaching Research, 2013, vol. 17, is. 3, p. 323–342. DOI: 10.1177/1362168813482935
8. Tzuriel D., Shamir A. The effects of mediation in computer assisted dynamic assessment. Journal of Computer Assisted Learning, 2002, vol. 18, is. 1, p. 21–32. DOI: 10.1046/j.0266-4909.2001.00204.x
9. Modarresi G., Alavi S. M. A critical overview of computerized dynamic assessment software programs. Elixir Lang. & Testing, 2013, no. 65, p. 18–24. Available at: https://www.elixirpublishers.com/articles/1389246635_65%20(2013-195)%2018-24.pdf
10. Jacobs E. L. The effects of adding dynamic assessment components to a computerized preschool language screening test. Communication Disorders Quarterly, 2001, vol. 22, is. 4, p. 217–226. DOI: 10.1177/152574010102200407
11. Polyakov O. Test kak sredstvo kontrolya pri kommunikativnom podkhode k obucheniyu inostrannomu yazyku: Bazovyj kurs: angl. i nem. yaz.: dis. ... kand. ped. nauk [Test as a means of control in a communicative approach to teaching a foreign language: Basic course: English and German languages. Cand. ped. sci. diss.]. Moscow, 1995. 172 p. (In Russian.)
12. McNamara T. F. ‘Interaction’ in second language performance assessment: Whose performance? Applied Linguistics, 1997, vol. 18, is. 4, p. 446–466. DOI: 10.1093/applin/18.4.446
13. Lantolf J. P., Poehner M. E. Dynamic assessment of L2 development: bringing the past into the future. Journal of Applied Linguistics, 2004, vol. 1, is. 1, p. 49–72.
14. Vygotsky L. S. Mind in society. London, Harvard University Press, 1978. 176 p.
15. Vygotsky L. S. Thought and language. MIT Press, 1986. 351 p.
16. Halperin P. Ya. Metody obucheniya i umstvennoe razvitie rebenka [Learning methods and mental development of the child]. Moscow, MSU, 1985. 45 p. (In Russian.)
17. Russell S., Norvig P. Iskusstvennyj intellekt. Sovremennyj podkhod [Artificial intelligence. Modern approach]. Moscow, Vil’yams, 2007. 1408 p. (In Russian.)
18. Sutton R. S., Barto E. G. Obuchenie s podkrepleniem [Reinforcement training]. Moscow, BINOM. Laboratoriya znanij, 2014. 402 p. (In Russian.)
19. Piaget J. Quantification, conservation and nativism. Science, 1968, vol. 162, is. 3857, p. 976–979. DOI: 10.1126/science.162.3857.976
20. Piaget J. Psikhologiya intellekta [Psychology of intelligence]. Saint Petersburg, Piter, 2003 192 p. (In Russian.)
21. Piaget J., Inelder B. Genezis ehlementarnykh logicheskikh struktur: Klassifikatsii i seriatsii [The genesis of elementary logical structures: classifications and seriations]. Moscow, EHKSMO-Press, 2002. 408 p. (In Russian.)
22. Svetlov V. A. Konflikt: modeli, resheniya, menedzhment [Conflict: models, solutions, management]. Saint Petersburg, Piter, 2005. 539 p. (In Russian.)
23. Dyachuk P. P., Loginov D. A., Karabalykov S. A. Sinergeticheskij podkhod k upravleniyu uchebnoj deyatel’nost’yu v verbal’nykh problemnykh sredakh [Synergetic approach to management of educational activity in verbal problem environments]. Informatsionnoupravlyayushhie sistemy — Information and Control Systems, 2014, no. 3, p. 118–124. (In Russian.)
24. Pakhomkina M. E. Testirovanie v upravlenii obucheniem inostrannomu yazyku: dis. ... kand. ped. nauk [Testing in the management of teaching a foreign language. Cand. ped. sci. diss.]. Saint Petersburg, 1994. 260 p. (In Russian.)
25. Pashkovskaya S. S. Testirovanie slukhoproiznositel’nykh navykov v obuchenii russkomu yazyku kak inostrannomu: dis. ... kand. ped. nauk [Testing of pronunciation skills in teaching Russian as a foreign language. Cand. ped. sci. diss.]. Moscow, 1997. 164 p. (In Russian.)
26. Ilyina O. V. Optimizatsiya samostoyatel’noj raboty studentov po ovladeniyu inoyazychnoj rechevoj deyatel’nost’yu s pomoshh’yu komp’yuternykh tekhnologij: dis. ... kand. ped. nauk [Optimization of students’ independent work on mastering foreign language speech activity using computer technology. Cand. ped. sci. diss.]. Smolensk, 2002. 166 p. (In Russian.)
27. Kislitsyna E. A. Foneticheskie testy kak sredstvo diagnostiki i kontrolya pri obuchenii russkomu yazyku kitajskikh uchashhikhsya-nefilologov: Nachal. ehtap: dis. ... kand. ped. nauk [Phonetic tests as a means of diagnosis and control in teaching Russian to Chinese non-philological students: The Beginning stage. Cand. ped. sci. diss.]. Saint Petersburg, 1995. 261 p. (In Russian.)
28. Dyachuk P. P. Intellektual’nye obuchayushhie trenazhernye sistemy [Intelligent training simulator systems]. Otkrytoe obrazovanie — Open Education, 2005, no. 2, p. 28–31. (In Russian.)
29. Dyachuk P. P., Karabalykov S. A., Maslennikov I. A. Bifurkatsiya uchebnoj deyatel’nosti [Bifurcation of learning activities]. Informatika i obrazovanie — Informatics and Education, 2014, no. 4, p. 91–93. (In Russian.)
Review
For citations:
Noskov M.V., Peregudova I.P., Dyachuk P.P., Denisenko O.I. Dynamic adaptive audio training tests as a means of monitoring bilingual education. Informatics and education. 2019;(10):46-54. (In Russ.) https://doi.org/10.32517/0234-0453-2019-34-10-46-54