Instructor-versus Peer-based Participation Scores in EFL Classes: Comparisons and Correlation to Oral Proficiency.
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| Title: | Instructor-versus Peer-based Participation Scores in EFL Classes: Comparisons and Correlation to Oral Proficiency. |
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| Authors: | Spring, Ryan1 spring.ryan.edward.c4@tohoku.ac.jp |
| Source: | TESL-EJ. Nov2021, Vol. 25 Issue 3, p1-17. 17p. |
| Subject Terms: | *English as a foreign language, Oral communication |
| Abstract: | This paper examines the differences correlation between instructor- and peer-based participation scores and oral proficiency in an EFL course focusing on oral communication. It finds that there is very little correlation between instructor-based and peer-based participation scores (r = .187, p = .053) and that the former is more associated with improvement in fluency (r = .266, p = .005), but that the latter is strongly associated with pre-class levels of fluency measures such as trimmed speech rate (r = .364, p < .001). However, neither measure of participation was particularly correlated with post-class levels of fluency. Therefore, some caution is required by instructors when using in-class participation scores. While it is important to encourage students to improve by participating in classes, the methods of assigning participation scores examined in this paper may not be appropriate as a part of the composite final grade in the class as they do not correlate well to final skill level. [ABSTRACT FROM AUTHOR] |
| Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 154191551 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Instructor-versus Peer-based Participation Scores in EFL Classes: Comparisons and Correlation to Oral Proficiency. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Spring%2C+Ryan%22">Spring, Ryan</searchLink><relatesTo>1</relatesTo><i> spring.ryan.edward.c4@tohoku.ac.jp</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. Nov2021, Vol. 25 Issue 3, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper examines the differences correlation between instructor- and peer-based participation scores and oral proficiency in an EFL course focusing on oral communication. It finds that there is very little correlation between instructor-based and peer-based participation scores (r = .187, p = .053) and that the former is more associated with improvement in fluency (r = .266, p = .005), but that the latter is strongly associated with pre-class levels of fluency measures such as trimmed speech rate (r = .364, p < .001). However, neither measure of participation was particularly correlated with post-class levels of fluency. Therefore, some caution is required by instructors when using in-class participation scores. While it is important to encourage students to improve by participating in classes, the methods of assigning participation scores examined in this paper may not be appropriate as a part of the composite final grade in the class as they do not correlate well to final skill level. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Oral communication Type: general Titles: – TitleFull: Instructor-versus Peer-based Participation Scores in EFL Classes: Comparisons and Correlation to Oral Proficiency. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Spring, Ryan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 10724303 Numbering: – Type: volume Value: 25 – Type: issue Value: 3 Titles: – TitleFull: TESL-EJ Type: main |
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