diagnostic-language-assessment
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- PaperERIC — Assessment & second language1 Jan 2025
Feedforwarding Diagnostic Language Assessment: Artificial Intelligence- (AI-) Driven Weakness Identification and Contextualised Feedback for Second Language Speaking
Shungo Suzuki, Hiroaki Takatsu, Ryuki Matsuura, Miina Koyama et al.
An AI-driven diagnostic language assessment for second language speaking was developed and validated, focusing on lexical weakness identification and contextualised feedback. In an experiment with 59 Japanese learners of English, those who received diagnostic feedback with paraphrased utterances outperformed a control group on a posttest, showing better learning transfer and retention. Learner perceptions confirmed that the feedback increased awareness of weaknesses.
Original abstract
The current study proposes a new approach to weakness identification in diagnostic language assessment (DLA) for speaking skills. We also propose to design actionable and contextualised diagnostic feedback through the systematic integration of feedback and remedial learning activities. Focusing on lexical use in second language speaking, the current study developed and validated our DLA programme in terms of actual learning gains, using an experimental design. A total of 59 beginner-to-intermediate-level Japanese learners of English were randomly assigned to control or experimental groups. While both groups engaged in task repetition with a conversational artificial intelligence (AI) agent on six occasions, only the experimental group received the diagnostic feedback on lexical use including the paraphrased utterances of their original utterance. The results showed that the control group (task repetition only) demonstrated significant improvement during the task repetition sessions but failed to transfer and retain the learning gains. In contrast, despite the lack of practice effects, the experimental group (task repetition with diagnostic feedback) outperformed the control group at the posttest with a near-medium effect size. A qualitative investigation into learners' perceptions further confirmed that the proposed contextualised diagnostic feedback succeeded in heightening their awareness of weaknesses.
- PaperERIC — Assessment & second language1 Jan 2025
EFL Development of Micro Reading Abilities: The Impact of Three Intervention Approaches Informed by Diagnostic Language Assessment
Tingting Fan, Xun Yan
A quasi-experimental study with 105 Chinese graduate students compared three pedagogical interventions (self-learning, peer-collaborative, teacher-guided) informed by diagnostic language assessment (DLA) on EFL micro reading abilities. All groups improved in summarizing and inferring, but peer-collaborative and teacher-guided groups outperformed self-learning in analyzing, differentiating, and locating target information across three assessment occasions. The findings support the validity of DLA and highlight the benefits of collaborative and guided feedback incorporation.
Original abstract
This quasi-experimental study examines the impact of a diagnosis-based pedagogical intervention on the development of micro English as a foreign language (EFL) reading abilities over time. Specifically, 105 first-year graduate students in a Chinese university completed three diagnostic reading assessments at the beginning, middle, and end of a semester. The reading assessments were developed based on a diagnostic language assessment (DLA) approach. While all students received standardized feedback generated from DLA, they were divided into three groups (i.e. self-learning, peer-collaborative learning, and teacher-guided learning) to receive different types of pedagogical intervention to help them incorporate the feedback. Results from linear mixed-effects models reveal that while all three groups' reading ability improved on the micro abilities of summarizing and inferring, students from the peer-collaborative and teacher-guided groups outperformed those from the self-learning group on the other micro abilities (i.e. analyzing, differentiating, and locating target information across the three assessment occasions). The findings of this study have both theoretical and pedagogical implications regarding the validity of DLA, as well as the training and development of EFL reading comprehension abilities in the classroom.