{"title":"探讨虚拟世界在英语口语水平测试中的作用","authors":"Dongkwang Shin, Suh Keong Kwon, Wonjun Izac Noh, Yohan Hwang","doi":"10.1111/jcal.13108","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>This study examines the evolution of English speaking proficiency test methods, which have traditionally relied on face-to-face interactions to assess communicative language competence. Recently, computer-based language tests have also been used on a larger scale, albeit with concerns about their impact on measurement.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This paper investigates the potential of the metaverse in the context of Oral Proficiency Interviews (OPI) for evaluating the speaking proficiency of English learners. Specifically, the research centres on the utilisation of one of the recently emerging metaverse platforms (Zepeto) to conduct OPI tests based on the comparison of the results obtained from the traditional face-to-face tests and an online video conferencing platform (Zoom).</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A total of 60 EFL young pupils participated in three different speaking tasks via the three modes given in a counter-balanced order. The test scores of the three modes were rated and analysed to examine the degree to which different test modes had an effect on them. A questionnaire with 10 items (plus one sub-question) was used to investigate participants' experiences and perceptions of three speaking assessment modes.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The results show that test-takers performed significantly better in the metaverse test mode than in the other two modes, while no significant difference was found between the face-to-face and online video conferencing modes. The sub-scores of speaking test criteria such as task completion, pronunciation, language use and fluency were also analysed for comparison, and similar results were found except for the sub-scores of the language use criteria. Responses to the questionnaire also showed that the metaverse platform was the most helpful and preferred mode.</p>\n </section>\n \n <section>\n \n <h3> Implications for Practice</h3>\n \n <p>Based on the findings, this study suggests that the new testing modes incorporated with virtual environments have great potential to be alternatives to traditional testing modes.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the Role of the Metaverse in English Speaking Proficiency Tests\",\"authors\":\"Dongkwang Shin, Suh Keong Kwon, Wonjun Izac Noh, Yohan Hwang\",\"doi\":\"10.1111/jcal.13108\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>This study examines the evolution of English speaking proficiency test methods, which have traditionally relied on face-to-face interactions to assess communicative language competence. Recently, computer-based language tests have also been used on a larger scale, albeit with concerns about their impact on measurement.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This paper investigates the potential of the metaverse in the context of Oral Proficiency Interviews (OPI) for evaluating the speaking proficiency of English learners. Specifically, the research centres on the utilisation of one of the recently emerging metaverse platforms (Zepeto) to conduct OPI tests based on the comparison of the results obtained from the traditional face-to-face tests and an online video conferencing platform (Zoom).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A total of 60 EFL young pupils participated in three different speaking tasks via the three modes given in a counter-balanced order. The test scores of the three modes were rated and analysed to examine the degree to which different test modes had an effect on them. A questionnaire with 10 items (plus one sub-question) was used to investigate participants' experiences and perceptions of three speaking assessment modes.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>The results show that test-takers performed significantly better in the metaverse test mode than in the other two modes, while no significant difference was found between the face-to-face and online video conferencing modes. The sub-scores of speaking test criteria such as task completion, pronunciation, language use and fluency were also analysed for comparison, and similar results were found except for the sub-scores of the language use criteria. Responses to the questionnaire also showed that the metaverse platform was the most helpful and preferred mode.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Implications for Practice</h3>\\n \\n <p>Based on the findings, this study suggests that the new testing modes incorporated with virtual environments have great potential to be alternatives to traditional testing modes.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 1\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-12-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13108\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13108","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Exploring the Role of the Metaverse in English Speaking Proficiency Tests
Background
This study examines the evolution of English speaking proficiency test methods, which have traditionally relied on face-to-face interactions to assess communicative language competence. Recently, computer-based language tests have also been used on a larger scale, albeit with concerns about their impact on measurement.
Objectives
This paper investigates the potential of the metaverse in the context of Oral Proficiency Interviews (OPI) for evaluating the speaking proficiency of English learners. Specifically, the research centres on the utilisation of one of the recently emerging metaverse platforms (Zepeto) to conduct OPI tests based on the comparison of the results obtained from the traditional face-to-face tests and an online video conferencing platform (Zoom).
Methods
A total of 60 EFL young pupils participated in three different speaking tasks via the three modes given in a counter-balanced order. The test scores of the three modes were rated and analysed to examine the degree to which different test modes had an effect on them. A questionnaire with 10 items (plus one sub-question) was used to investigate participants' experiences and perceptions of three speaking assessment modes.
Results and Conclusions
The results show that test-takers performed significantly better in the metaverse test mode than in the other two modes, while no significant difference was found between the face-to-face and online video conferencing modes. The sub-scores of speaking test criteria such as task completion, pronunciation, language use and fluency were also analysed for comparison, and similar results were found except for the sub-scores of the language use criteria. Responses to the questionnaire also showed that the metaverse platform was the most helpful and preferred mode.
Implications for Practice
Based on the findings, this study suggests that the new testing modes incorporated with virtual environments have great potential to be alternatives to traditional testing modes.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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