Title

Digital Portfolio: An Assessment Tool to Foster Motivation Towards Speaking Spanish as a Foreign Language

Subject Area

Foreign Language Pedagogy

Abstract

This research in the area of linguistics applied to the learning of Spanish as a foreign language focuses on the use of a digital portfolio as an assessment tool that might foster motivation to oral production in basic level American college students.

This is a research in action study based on a qualitative and quantitative research approach. It consists of cycles of planning, action, observation and reflection that allow to search for practical solutions.

This empirical study was made in two stages: a pilot study in the spring of 2013 and a quasi-experimental study in the fall of 2014. The collection of data in both implementations of the digital portfolio included a pre-test and a post-test, a AMTB questionnaire adapted from Gardner (2004), students’ blogfolios with audios and reflections about their our oral performance and a teacher’s diary. The participants were organized in an experimental group that consisted of two groups of 20 students each who created 40 blogs -each blog had seven recordings and reflections, and a control group of 20 students.

The results showed the following conclusions: The digital portfolio is an effective tool to make students understand the processes that developing an oral skill involve. The oral rubrics and descriptors allowed students to identify where they are and set goals to improve their oral performance. At the same time, it is a tool that makes teachers visualize the areas where students need to improve so they can modify their teaching practices in order to help them overcome their obstacles.

Finally, we will conclude by pointing out some research limitations and questions that remain open and that might be addressed in future research as well as by indicating the potential pedagogic impact arising from this study.

Brief Bio Note

Dr. Virginia Núñez graduated from UNLP (Argentina) with a degree in Teaching English Language and Literature as a Foreign Language, from Greensboro College (USA) with a MA in TESOL in 2006 and from Antonio Nebrija University (Spain) with a Master in LAEELE (Linguistics Applied to Teaching Spanish as a Foreign Language) in 2013 and a PhD in LAEELE in 2017.

Keywords

oral assessment, teaching Spanish as a Foreign Language, motivation, speaking skills, technology.

Location

217

Presentation Year

2018

Start Date

4-5-2018 2:35 PM

Embargo

11-4-2017

This document is currently not available here.

Share

COinS
 
Apr 5th, 2:35 PM

Digital Portfolio: An Assessment Tool to Foster Motivation Towards Speaking Spanish as a Foreign Language

217

This research in the area of linguistics applied to the learning of Spanish as a foreign language focuses on the use of a digital portfolio as an assessment tool that might foster motivation to oral production in basic level American college students.

This is a research in action study based on a qualitative and quantitative research approach. It consists of cycles of planning, action, observation and reflection that allow to search for practical solutions.

This empirical study was made in two stages: a pilot study in the spring of 2013 and a quasi-experimental study in the fall of 2014. The collection of data in both implementations of the digital portfolio included a pre-test and a post-test, a AMTB questionnaire adapted from Gardner (2004), students’ blogfolios with audios and reflections about their our oral performance and a teacher’s diary. The participants were organized in an experimental group that consisted of two groups of 20 students each who created 40 blogs -each blog had seven recordings and reflections, and a control group of 20 students.

The results showed the following conclusions: The digital portfolio is an effective tool to make students understand the processes that developing an oral skill involve. The oral rubrics and descriptors allowed students to identify where they are and set goals to improve their oral performance. At the same time, it is a tool that makes teachers visualize the areas where students need to improve so they can modify their teaching practices in order to help them overcome their obstacles.

Finally, we will conclude by pointing out some research limitations and questions that remain open and that might be addressed in future research as well as by indicating the potential pedagogic impact arising from this study.