ONLINE PLATFORMS FOR AUTOMATED LANGUAGE ASSESSMENT

Lesia Matviienko

doi:10.14308/ite000795

Authors

Lesia Matviienko Poltava State Agrarian University, Poltava, Ukraine https://orcid.org/0000-0003-1211-3056

DOI:

https://doi.org/10.14308/ite000795

Keywords:

online platforms, automated assessment, language skills, foreign language, digital technologies, educational process

Abstract

The modern educational process cannot be imagined without the use of digital technologies, which not only increase the effectiveness of learning, but also open up new opportunities for assessing knowledge. One of the current trends in the field of teaching foreign languages is the use of online platforms for automated assessment of language skills. Such platforms allow you to objectively and quickly check the level of proficiency in a foreign language, analyze errors and provide feedback. The article examines the features of using such platforms in the educational process of philology students of Poltava State Agrarian University.

The purpose of the study is to analyze the functionality and capabilities of leading online platforms for assessing language skills, as well as determine their effectiveness based on a pedagogical experiment. Two groups of students were formed within the experiment: control and experimental. Students in the experimental group used such online platforms as Duolingo English Test, Grammarly, Write & Improve, TestEnglish, and Exam.net during the academic semester to check their language skills and receive automated feedback. The control group studied using traditional methods without the use of digital tools.

The results of the experiment demonstrated a higher level of success of students in the experimental group, which indicates a positive impact of using online platforms on the formation of reading, writing and listening comprehension skills. The functionality of each of the platforms was analyzed, in particular the possibility of automated checking of grammar, vocabulary, sentence construction and writing texts of various genres. The advantages and disadvantages of using these platforms in the educational process are presented, and recommendations for their integration into the educational environment of higher education institutions are presented.

The conclusions indicate the prospects for further research, which include analyzing the impact of online platforms on the development of students' oral and communicative skills, as well as improving the methods of using digital tools to form foreign language competence.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Chapelle, C. A. (2019). The interface of technology and language testing: An analysis of online test platforms. Language Testing, 36(1), 107–124.

Chapelle, C. A., & Voss, E. (2016). Twenty years of technology and language assessment in Language Learning & Technology. Language Learning & Technology, 20(2), 116–128. https://doi.org/10.10125/44448

Godwin-Jones, R. (2018). Using mobile devices in the language classroom (Cambridge Papers in ELT). Cambridge University Press. https://www.cambridge.org/elt/blog/wp-content/uploads/2018/03/Whitepaper-mobiles-in-class.pdf

Littlejohn, A. (2013). The analysis of language teaching materials: Inside the Trojan Horse. Cambridge University Press.

Nin, J. (2020). Artificial intelligence and language testing: The rise of automated feedback systems. Journal of Educational Technology, 45(3), 150–165.

Reinders, H., & White, C. (2016). Twenty years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143–154. https://doi.org/10.10125/44450

Sproat, R. (2019). Speech recognition and synthesis for language learning. In Proceedings of the International Conference on Language Technologies (pp. 18–25).

Wang, Y., & Tahir, R. (2020). The effects of using automated feedback on students’ writing performance: A meta-analysis. Computers & Education, 158, 104019. https://doi.org/10.1016/j.compedu.2020.104019

Бібік, Н. М., & Щербакова, С. В. (2021). Використання онлайн-платформ у процесі навчання іноземних мов. Інформаційні технології в освіті, 47, 14–22. https://doi.org/10.14308/ite000738

Гуменюк, І. В. (2020). Автоматизовані системи оцінювання знань студентів-філологів: сучасний досвід та перспективи розвитку. Вісник Київського національного університету імені Тараса Шевченка. Педагогіка, 1(11), 65–71.

Коваленко, О. Л. (2022). Цифрові інструменти для формування іншомовної компетентності студентів в умовах дистанційного навчання. Науковий вісник Миколаївського національного університету імені В. О. Сухомлинського. Педагогічні науки, 1(80), 107–113. https://doi.org/10.33310/2518-7813.80.2022.107-113

Кошова, В. М. (2021). Інтеграція онлайн-платформ для тестування мовних навичок у процес навчання іноземних мов. Актуальні питання освіти, 29(4), 88–95.

Сидоренко, С. М. (2018). Автоматизовані системи оцінювання мовних навичок у вищій освіті. Наукові праці КНУ, 72(5), 45–50.