In Taiwan, English was only officially taught at the secondary and tertiary levels before 2001. Since 2001, English courses have been formally incorporated into the curriculum in primary schools. Research on teaching and assessing English in primary school education is relatively new compared with research on other levels of education in Taiwan. The present study investigated the degree to which games, songs, and stories helped increase primary school pupils’ English vocabulary size and encouraged learning in an intensive English course. It also explored how different test techniques influenced pupils’ performance on a vocabulary test. Seventy-two primary school pupils participated in the study. The results showed that games, songs, and stories had a positive effect on learning and increasing the pupils’ English vocabulary. In the vocabulary test, the pupils in higher grades outperformed those in lower grades and performed differently in terms of test techniques.

Assessing English vocabulary and enhancing young English as a Foreign Language (EFL) learners’ motivation through games, songs, and stories

Despite the popularity of task-based language teaching (TBLT) in foreign language (FL) education at elementary school, it remains unclear how young learners’ FL abilities can best be evaluated with tasks. The present study seeks to understand developmental differences in interactions among elementary-school students during task-based language assessment (TBLA) and aims to address the possibilities and limitations of introducing paired-TBLA among young FL learners. The participants were 32 fourth-grade students (ages 9–10) and 32 sixth-grade students (ages 11–12) and their teachers from a FL program where TBLT was mandated. The students were engaged in two sets of assessment tasks with their peers. It was found that the interaction patterns were different between the two grade levels. Compared with the sixth-grade dyads, the fourth-grade dyads showed less mutual topic development, used formulaic turn-taking more frequently, and had a harder time taking their partners’ perspectives during the tasks. Consequ...

Young Foreign Language Learners’ Interactions During Task-Based Paired Assessments

This article explores ways in which learners' achievements can be assessed and reflected in both the domains of linguistic performance and subject-content learning. The content and language integrated learning (CLIL) approach adopted by the authors is one in which language learning and content learning are truly integrated and where neither dominates the other. Due to the dual focus on language and content, CLIL assessment needs to account for the goals and objectives of two different subjects, including knowledge, competences, skills, attitudes and discourse practices, for both language and content. The CLILA project (CLIL Learner Assessment) has developed an enquiry and assessment tool to measure primary school pupils' content and foreign language ability in CLIL lessons. The tool is based on: (1) the Common European Framework of Reference and the lingualevel model; (2) the description of competences in the subject content areas; and (3) the curricula of the subjects involved with their thematic categor...

Assessment instruments for primary CLIL: the conceptualisation and evaluation of test tasks

Teachers are playing crucial roles in the implementation of formative assessment, which has been widely recognised as a valuable strategy in enhancing students’ learning outcomes. However, systemat...

https://www.tandfonline.com/doi/pdf/10.1080/0969594X.2021.1884042

A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment

In every learning situation or environment, human psychology plays a significant role. English speaking is a language skill that is highly affected by human psychology. This research aimed at describing the psychological factor that affects negatively the English speaking performance for the English learners in Indonesia. A descriptive qualitative design was used to conduct this research. The research was consisted of theoretical review, field notes, observations, and unstructured interviews. The participants were 20 students. The data were analyzed using the interactive analysis technique developed by Miles and Huberman (1994). The results of the research reveal that the psychological factor truly affects negatively the students' English speaking performance. Although most of the students think that they have good level of English vocabulary and grammar, they are insecure while speaking English. Most of the problems were (1) Fear of making mistakes (2) Feeling shy (3) Feeling hesitated (4) lack of confidence while speaking English. Finally, some suggestions expected to be significant remedies to overcome the problem were proposed by the researcher.

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Psychological Factor Affecting English Speaking Performance for the English Learners in Indonesia.

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Assessing Young Language Learners