Automated versus peer assessment: Effects of learners' English public speaking

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dc.contributor.authorZheng, Chunping
dc.contributor.authorChen, Xu
dc.contributor.authorZhang, Huayang
dc.contributor.authorChai, Ching Sing
dc.date.accessioned2024-05-30T19:01:42Z
dc.date.available2024-05-30T19:01:42Z
dc.date.issued2024-06-01
dc.description.abstractThis quasi-experimental research investigates the employment of a formative assessment platform aided by artificial intelligence in an English public speaking course. The platform integrates deep learning, automatic speech recognition, and automatic writing evaluation. It provides automated assessment and immediate feedback on speakers’ public speaking anxiety and their speaking and writing competence. Fifty-two English public speaking learners were randomly assigned to two groups. The control group (G1) undertook self-, peer, and teacher assessment via the platform, while the experimental group (G2) experienced self-, automated, and teacher assessment. The ANCOVA results revealed that students in G1 perceived significantly higher social engagement than those in G2, which indicates that social interaction between learners during peer assessment cannot be substituted by automated assessment. The chi-square analysis showed students’ different concerns regarding online formative assessment. While students in G1 showed concerns for peers’ qualifications and willingness to provide feedback, students in G2 suggested generating more detailed automated feedback to improve self-learning. No significant differences were found in learners’ English public speaking self-efficacy, engagement, or competence. This indicates that automated assessment can serve as an effective strategy for formative assessment and that AI tools may supplement peers as reliable learning companions in the foreseeable future.
dc.format.extent228
dc.identifier.citationZheng, C., Chen, X., Zhang, H., & Chai, C. S (2024). Automated versus peer assessment: Effects on learners’ English public speaking. Language Learning & Technology, 28(2), 210–228. https://hdl.handle.net/10125/73577
dc.identifier.issn1094-3501
dc.identifier.urihttps://hdl.handle.net/10125/73578
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAutomated Assessment
dc.subjectPeer Assessment
dc.subjectEnglish Public Speaking
dc.subjectLearner Engagement
dc.subjectSelf-efficacy
dc.titleAutomated versus peer assessment: Effects of learners' English public speaking
dc.typeArticle
dc.type.dcmiText
prism.endingpage228
prism.number2
prism.publicationnameLanguage Learning & Technology
prism.startingpage210
prism.volume28

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Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning