Effects of Learning Diaries in TOEIC Preparation Classes: Relationships Between ‘Visual Check’ and Final Common Tests in Advanced, Intermediate, and Beginner Classes
ダガン, さがの ,
西嶋, 愉一 ,
Duggan, SaganoNishijima, Yuichi
外国語教育フォーラム = Forum of Language Instructors
115 , 2018-03 , 金沢大学国際基幹教育院外国語教育系
Learning diaries have become common teaching materials in EFL (English as a foreign language) classes, allowing educators and students to better acquire mutual understanding. Such diaries aid student understanding of lessons and facilitate performance improvement vis-à-vis self-review and educators can also use them to track student development. Therefore, we installed learning diaries in selected advanced, intermediate, and beginner classes in TOEIC preparation papers, conducted in Q1 and Q2 2016 at Kanazawa University, to determine their effect on common final tests. We focused on the first category of the learning diary— ‘visual check’—covering preliminary tests (pre- and post-) and four quizzes, analysing their interrelations with the common final test. Results generally indicate positive correlations between overall scores concerning pre-, post-, and common final test for both Q1 and Q2. Correlations, however, decline respective to descending class level: advanced classes maintain performance, intermediate and beginner classes exhibit weaker to negative correlations. In light of incorrect answers being logged into learning diaries, we propose the second category— ‘Can-do check’—be further leveraged to establish and correct for performance deficiencies. Finally, the third category—‘Self-check’—is particularly salient for beginners and should be used in classes containing online learning and further exercises.