摘要
本研究以测试使用论证框架(Bachman&Palmer,2010)为理论基础,从学习者角度开展英语阅读能力诊断性成绩报告效度研究。研究采用混合研究方法中的并行嵌套设计法,以访谈等定性方法为主,内嵌辅助的问卷、前后测等定量方法扩充定性结果。研究结果表明:1)大部分被试可以准确理解成绩报告信息;报告内容与英语课程和学习目标符合程度较高;成绩报告可以满足学习者进行学习决策的需求。2)被试能够基于报告信息,通过多种学习方法提高英语阅读能力。根据实证结果,研究提出了基于学习者视角的反馈路径框架,为诊断反馈研究提供了新的思路和理论参考。此外,研究也为阅读能力维度研究、诊断测试效度研究以及英语阅读教学研究和实践提供了一定的借鉴。
Drawing on the Assessment Use Argument proposed by Bachman and Palmer(2010),this study investigated the validity of a diagnostic score report on reading proficiency based on the performance of Chinese EFL learners.The study used a mixed-methods,concurrent nested design.Priority was given to the qualitative accounts of students.Quantitative measures of data from the questionnaire and pre-/post-tests were used to help strengthen the results of the qualitative analysis.Results demonstrated that:1)students were able to interpret the diagnostic score report appropriately;the diagnostic score report mapped onto students’learning goals;and information in the diagnostic score report was sufficient for students to make informed decisions;2)students were able to use the diagnostic score report to adjust their study of English reading.On the basis of the empirical results,the study proposed a framework of feedback from the perspective of language learners,which might serve as theoretical guidance for diagnostic feedback research in the future.In addition,the study provides useful references for the research on reading ability,diagnostic assessment,and English reading pedagogy.
出处
《外语与外语教学》
CSSCI
北大核心
2021年第5期78-89,149,150,共14页
Foreign Languages and Their Teaching
基金
国家社科基金青年项目“基于机器学习的英语阅读诊断测试研究与实践”(项目编号:21CYY016)阶段性研究成果。
