“A Stressful Unknown” or “an Oasis”?: Undergraduate Students’ Perceptions of Assessment in an In-Class and Online English Phonetics Course
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidad de Antioquia
2021
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| _version_ | 1876427252943552512 |
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| author | Anna Czura |
| author_facet | Anna Czura |
| contents | “A Stressful Unknown” or “an Oasis”?: Undergraduate Students’ Perceptions of Assessment in an In-Class and Online English Phonetics Course Anna Czura Małgorzata Baran-Łucarz Lengua y Literatura 19 ICT EFL COVID Assessment The sudden need to switch from traditional in-class instruction to online teaching and assessment due to the COVID-19 pandemic has posed considerable challenges to teachers, but also to learners. The mixed method study reported in this article compared Polish undergraduate students’ cognitive, affective, and behavioural responses to assessment provided in two practical English phonetics courses taught during an in-class fall semester and online spring semester. The quantitative data were collected by means of an online questionnaire, which consisted of three categories of semantic differential scales referring to the cognitive, affective, and behavioural responses. The qualitative data consisted of drawings, open-ended surveys, and individual interviews with the students. The t-test results showed significant differences in students’ perceptions in terms of cognitive and behavioural aspects. The qualitative data revealed that although the students highly valued formative assessment in the course, the online mode weakened their engagement and interest in receiving feedback. It was also observed that students’ perceptions of in-class and online assessment were shaped largely by their individual differences and learning preferences. The study underlies the importance of using anxiety-lowering techniques in both in-class and online classes, and the need for fostering undergraduate students’ autonomous learning skills. 2021 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255070675009 https://www.redalyc.org/journal/2550/255070675009/ https://www.redalyc.org/journal/2550/255070675009/html/ https://www.redalyc.org/journal/2550/255070675009/255070675009.epub https://www.redalyc.org/journal/2550/255070675009/movil 10.17533/udea.ikala.v26n3a09 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.3 Vol.26 |
| format | Artículo científico |
| id | redalyc_255070675009 |
| institution | Redalyc |
| language | en |
| publishDate | 2021 |
| publisher | Universidad de Antioquia |
| spellingShingle | “A Stressful Unknown” or “an Oasis”?: Undergraduate Students’ Perceptions of Assessment in an In-Class and Online English Phonetics Course Anna Czura Lengua y Literatura 19 ICT EFL COVID Assessment “A Stressful Unknown” or “an Oasis”?: Undergraduate Students’ Perceptions of Assessment in an In-Class and Online English Phonetics Course Anna Czura Małgorzata Baran-Łucarz Lengua y Literatura 19 ICT EFL COVID Assessment The sudden need to switch from traditional in-class instruction to online teaching and assessment due to the COVID-19 pandemic has posed considerable challenges to teachers, but also to learners. The mixed method study reported in this article compared Polish undergraduate students’ cognitive, affective, and behavioural responses to assessment provided in two practical English phonetics courses taught during an in-class fall semester and online spring semester. The quantitative data were collected by means of an online questionnaire, which consisted of three categories of semantic differential scales referring to the cognitive, affective, and behavioural responses. The qualitative data consisted of drawings, open-ended surveys, and individual interviews with the students. The t-test results showed significant differences in students’ perceptions in terms of cognitive and behavioural aspects. The qualitative data revealed that although the students highly valued formative assessment in the course, the online mode weakened their engagement and interest in receiving feedback. It was also observed that students’ perceptions of in-class and online assessment were shaped largely by their individual differences and learning preferences. The study underlies the importance of using anxiety-lowering techniques in both in-class and online classes, and the need for fostering undergraduate students’ autonomous learning skills. 2021 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255070675009 https://www.redalyc.org/journal/2550/255070675009/ https://www.redalyc.org/journal/2550/255070675009/html/ https://www.redalyc.org/journal/2550/255070675009/255070675009.epub https://www.redalyc.org/journal/2550/255070675009/movil 10.17533/udea.ikala.v26n3a09 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.3 Vol.26 |
| title | “A Stressful Unknown” or “an Oasis”?: Undergraduate Students’ Perceptions of Assessment in an In-Class and Online English Phonetics Course |
| topic | Lengua y Literatura 19 ICT EFL COVID Assessment |
| url | https://www.redalyc.org/articulo.oa?id=255070675009 https://www.redalyc.org/journal/2550/255070675009/ https://www.redalyc.org/journal/2550/255070675009/html/ https://www.redalyc.org/journal/2550/255070675009/255070675009.epub https://www.redalyc.org/journal/2550/255070675009/movil |