PHẢN HỒI CỦA SINH VIÊN VỀ VIỆC ỨNG DỤNG PHẦN MỀM SCHOOLOGY ĐỂ ĐÁNH GIÁ QUÁ TRÌNH KỸ NĂNG NGHE = AN INVESTIGATION INTO THE STUDENTS’ REFLECTION ABOUT THE USE OF SCHOOLOGY IN FORMATIVE ASSESSMENT: A CASE STUDY IN A VIETNAMESE UNIVERSITY

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Tác giả: Thị Hồng Phương Lê, Thị Thanh Thảo Trần

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2019

Mô tả vật lý:

Bộ sưu tập: NCBI

ID: 472642

Thêm vào giỏ

Nhiều nghiên cứu hiện nay về những biến đổi từ mô hình lớp học truyền thống sang lớp học kết hợp đã được thực hiện và thu nhận được nhiều kết quả ý nghĩa trên nhiều phương diện khác nhau. Vì vậy, nhận thức được những lợi ích của các công cụ công nghệ, và vai trò của đánh giá quá trình đối với giáo dục, bài báo này trình bày kết quả khảo sát phản hồi của sinh viên khoa Tiếng Anh tại Đại học Ngoại ngữ, Đại học Huế đối với việc ứng dụng Schoology nhằm đánh giá quá trình kỹ năng Nghe. Dữ liệu được thu thập thông qua bảng câu hỏi và phỏng vấn sau đó được phân tích và trình bày dưới dạng bảng và trích dẫn. Kết quả cho thấy rằng hầu hết sinh viên khẳng định vai trò của hệ thống quản lý học trực tuyến trong việc nâng cao kỹ năng học tập theo nhóm và độc lập nhằm củng cố kiến thức. Tuy nhiên, kết quả nghiên cứu cũng cho thấy sự ngăn trở đối với sinh viên là do những khó khăn về kỹ năng máy tính và giao tiếp trong nhóm. This study aims to investigate the reflections of students at English Department – University of Foreign Languages, Hue University (HUFL) towards the use of Schoology in formative assessment for listening skill. The study involved 60 first-year students in English Department and used a mixed methods approach collecting data from a paper-based survey, semi-structured interviews. The findings show that the students positively perceived the use of formative assessment through the online learning platform of Schoology. In addition, the findings suggest that the online learning platform can provide appropriate scaffolding for the students in this study to engage in the process of interactive learning and knowledge construction, which greatly promotes collaborative and learner-centered language learning communities. In terms of the difficulties, the students’ lack of technical skills and social-communication strategies are perceived to be the common challenges.

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