Assessing in-class participation for EFL: considerations of effectiveness and fairness for different learning styles
نویسندگان
چکیده
Methods: The level of participation was measured across ten criteria over a one-semester period in four classes of beginner/intermediate level adult Korean students of English as a foreign language (EFL). The classes were divided into two test groups who had their level of participation assessed as part of their overall grade (n = 76) and two control groups whose participation was measured covertly according to the same criteria (n = 65), alongside a preand post-course general English proficiency test (the Oxford Quick Placement Test), and a questionnaire designed to ascertain a learner’s general learning style orientation.
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