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Lookup NU author(s): Dr Simin Ren, Professor Paul SeedhouseORCiD
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. We present doing language testing sequences; L2 learners decide for themselves to test themselves or each other explicitly on new linguistic items, outside the official task cycle with no professional present, investing extra time and energy. We examine how and why pairs of learners do this, and its impact on their learning. They use an App to learn Chinese language and culture whilst cooking in their university dormitory kitchens, receiving multimedia instructions and help from a tablet. Using a mixed-methods research design, we asked: How is the practice of doing language testing organised in interactional terms? Using multimodal CA we found: learners organised the interaction themselves and introduced their own learning interests. Some self-tested and some peer-tested; some consulted the system and some did not. To ascertain the reasons why the learners decided to do language testing, we used post-hoc interviews and found their major motivation was to have an improved learning experience. We then compared their vocabulary post-test score gains with those who did not do language testing and found they made significantly higher gains with a learning advantage. The study shows that some students are motivated to do language testing in order to enhance their task performance and learning experience, in which they succeed.
Author(s): Ren S, Seedhouse P
Publication type: Article
Publication status: Published
Journal: Classroom Discourse
Year: 2024
Pages: Epub ahead of print
Online publication date: 20/02/2024
Acceptance date: 09/01/2024
Date deposited: 11/03/2024
ISSN (print): 1946-3014
ISSN (electronic): 1946-3022
Publisher: Routledge
URL: https://doi.org/10.1080/19463014.2024.2305446
DOI: 10.1080/19463014.2024.2305446
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