Jesús García Laborda

Ergonomics factors in English as a foreign language testing: The case of PLEVALEX

Although much has been said about ergonomics in interface and in computer tools and interface design, very few articles in major journals have addressed this topic in relation to language testing. This article describes an experiment carried out at the Polytechnic University of Valencia, Spain, in which 27 Media and Communication students provided support to design and experiment an internet based oral and written English as a foreign language test platform called PLEVALEX (Garcia Laborda, 2007b). These students then responded to a questionnaire about their feelings, acquired experience and ergonomics based on their results in both development stages. According to their opinions, language test interfaces are different from those of other e-learning platforms and websites. These differences have been previously mentioned by authors such as Fulcher (2003) or Garcia Laborda and Magal Royo (2007). This research concludes that the features described by Garcia Laborda and Magal Royo which are applied to the PLEVALEX platform, although tending to simplify interfaces, are to be met if students are to be tested in their knowledge of English as a foreign language as opposed to being tested on their skills and performance as computer users. The findings of this paper have valuable implications for the scientific community, given that more and more standardized high-stakes language tests are beginning to use internet and computer based versions (Garcia Laborda, 2007a).

HIEO: investigación y desarrollo de una Herramienta Informática de Evaluación Oral multilingüe

Este articulo muestra el diseno de una herramienta informatica en linea en red (HIEO) que se desarrolla a traves de un proyecto de investigacion y desarrollo entre la Universidad Politecnica de Valencia y varias universidades asociadas en Europa y los EE.UU. Universidad HIEO es una parte de un proyecto de examenes en red mas grande (HIELO). El objetivo principal de este proyecto es facilitar la administracion de examenes orales de lenguas a un gran numero de estudiantes (hasta 1.000) de manera simultanea. El test esta basado en un sistema de video y no exige la presencia fisica del examinador facilitando, por tanto, su correccion y reduciendo las perdidas de tiempo excesivas que la administracion de este tipo de examenes suele conllevar.

Adquisición de una segunda lengua en estancias cortas en el extranjero: un análisis actitudinal

Este estudio versa sobre como ven los estudiantes los elementos y procesos que suceden en su adquisicion de una segunda lengua en una estancia corta en el extranjero. Al contrario que en muchos otros estudios, este analisis no se basa en modelos de estudios actitudinales como el de Horwitz (1996) sino, al contrario, aunque coincide en ciertos aspectos con otros modelos actitudinales (Garcia Laborda, 2001), trata de identificar aspectos unicos y de relacionarlos directamente con el proceso de adquisicion de segunda lengua, aspectos culturales relacionados con el estudio en el extranjero y si los estudiantes de viajes de idiomas comparten sus actitudes con los de programas academicos en el extranjero (Erasmus).

Common problems of mobile applications for foreign language testing

As the use of mobile learning educational applications has become more common anywhere in the world, new concerns have appeared in the classroom, human interaction in software engineering and ergonomics. New tests of foreign languages for a number of purposes have become more and more common recently. However, studies interrelating language tests and ergonomics have lagged behind to the point that there is a clear lack of balance between software for m-learning and the capacities of modern equipment. This paper is based on the experience acquired through the use of mobile phones emulators for language testing. The paper does not deal with the experimental phase itself but suggests the constraints found in such experimentation from a descriptive perspective.

AUTOMATIZAR LOS EXÁMENES DEL DIPLOMA DE ESPAÑOL COMO LENGUA EXTRANJERA (DELE): ¿UTOPÍA O REALIDAD?

Este articulo trata de mostrar las dificultades y beneficios, tanto desde la perspectiva institucional como desde la del usuario, de automatizar el Diploma de Espanol como Lengua Extranjera (DELE). El articulo trata sobre cuestiones linguisticas e informaticas tales como el diseno web, las realidades del uso de la lengua y, por encima de todo, muestra la necesidad de la implementacion de dicho proyecto. Asimismo, muestra que si el examen de DELE se pusiera en funcionamiento, deberia satisfacer tres areas: diseno, cuestiones de la lengua y la mejora y adecuacion tecnologica. En este sentido, la puesta en funcionamiento de un examen asistido por ordenador puede ser vista como una herramienta beneficiosa que permite evaluar las cuatro destrezas tradicionales mas el uso de la lengua de manera mas eficiente que el sistema actual de papel y lapiz.

Multimodal Interactivity in Foreign Language Testing

Multimodality in interactive digital environments for second language acquisition testing has been begun to be used only very lately. Some of the multimodality concepts have been recently developed in various research projects. Research into the automation of online university entrance exams has been prompted by the need to efficiently manage online tests and handle the task of exam marking semi-automatically. At the same time, we have addressed the use of multi-platform and/or multi-browser applications to handle the technical and functional validation of accessibility and so enable universal access. The application of multi-modularity to methods of navigation during the examination is possible in mobile devices that enable simultaneous interaction when students input data. This chapter aims to demonstrate the technical feasibility of the implementation process for an examination in regard to the technological and formal variables of navigation in the exam. These variables are currently being handled in mobile devices and the result is a further advancement in the process of Computer Aided Language Learning, CALL. This paper presents the multimodal approach has been taken into account in the development of an online prototype which validates the functional and technical assumptions adapted to university entrance exams for foreign languages.

Human Communicative Dialogic Practices in Content and Language-based Educational Interactions with Technology

Abstract Anthropology has paid close attention to linguistic interaction andforeign language learning. This study approaches the use of dialogic learning that has strong roots in anthropology, sociology and applied linguistics. Following earlier research on teaching content in English in different subjects of teacher training through dialogic interaction, this paper focuses on the specific use of digital technology as a support for analysis through teacher-instructor interaction, as a means of social interaction, and as the creation of self-designed materials for content language integrated learning. Data is obtained from group discussions using digital content. Results indicate that technology represents a shifting pedagogical paradigm to enhance interaction in the Zone of Proximal Development and promote learning content in English through self and peer reflection.The findings of this study may serve as a monitor for content and language integrated learning educators aiming to enhance principled communicative insightful teachingwith technology.

Hampel, Regina & Stickler, Ursula ed (2015) Developing online language teaching Palgrave Macmillan (Basingstoke & St Martin's, New York) isbn 978‐1‐137‐41225‐6 206 pp £58 http://www.palgrave.com/page/detail/developing‐online‐language‐teaching‐regine‐hampel/?K=9781137412256

Addressed to language teachers and language teacher trainers, Digital competence development in higher education aims to reflect on the use of IT in language education. The tools we have influence what we teach, how we teach and how our students learn; teachers help students develop competences by integrating knowledge, skills, abilities, strategies, attitudes, and values. The tools we can use supplement these, but do not substitute their role. If the content of this book is likely to be relevant to you, I advise that you will probably find only parts of it of interest or use.

Lissitz Robert W & Hong Jiao ed (2012) Computers and their impact on state assessments IAP (Charlotte, NC) isbn 978‐1‐61735‐725‐1 326 pp

This long awaited volume on computer based tests covers many of the aspects that general practitioners in education involved in the many different forms of state assessments have been missing. Although based on practice in the US, its application is universal in these times of educational accountability. Undoubtedly researchers in testing will find it full of well organised ideas that apply to their own work. If this book is likely to be relevant to your work, I recommend that you buy a copy for your own use.

45.99 http://www.infoagepub.com/products/Computers‐and‐Their‐Impact‐on‐State‐Assessments

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