Using quizzes to assess and enhance learning of english as a foreign language

  1. María Jesús Sánchez 1
  2. Carmen Diego 1
  3. Alfredo Fernández-Sánchez 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Revista española de lingüística aplicada

ISSN: 0213-2028

Año de publicación: 2017

Volumen: 30

Número: 1

Páginas: 323-339

Tipo: Artículo

DOI: 10.1075/RESLA.30.1.13SAN DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Revista española de lingüística aplicada

Resumen

This article addresses the testing effect, which refers to the increase in learning that results from taking tests (Halamish & Bjork, 2011; Karpicke & Roediger, 2008; Roediger, Agarwal, McDaniel, & McDermott, 2011). The aim was to find out, with a Pretest/Posttest design, whether quizzes can be an effective tool for learning in an EFL environment due to the repeated testing. There are numerous publications dealing with the use of quizzes with concepts from different disciplines (Bälter, Enström, & Klingenberg, 2013; McDaniel, Wildman, & Anderson, 2012); however, this research takes it a step further because it is the first time that the effect of quizzes has been experimentally verified with English modal expressions and verbs. The outcome of this research benefits foreign language teachers and supports the long-term learning with quizzes in a foreign language.

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Fuente de los datos: Dialnet