The global educational response to the Covid-19 pandemic of 2020 has been remarkable and transfor... more The global educational response to the Covid-19 pandemic of 2020 has been remarkable and transformational in many respects, from the nature of learning, learning environments and roles of teacher and learners, through to fundamental changes in approaches, responsibilities and structures at organisational and classroom level. The intended focus of the survey was to look at the instances, insights and implications of the Hybrid Learning model in the global world of language education, whether in private language teaching organisations (LTOs), further and higher educational establishments, or the state school sector. To this end, we provided an adapted definition of Hybrid Learning as "an instructional approach that combines face-to-face (F2F) and online learning. Each class session and learning activity is offered in-person and synchronously online" (Educause 2020). This is also known as Hybrid-Flexible (Hy-Flex) and co-modality learning. We did not intend to include a more ...
In the present study we surveyed the English language learning motivations of 518 secondary schoo... more In the present study we surveyed the English language learning motivations of 518 secondary school students, university students and young adult learners in the capital of Chile, Santiago. We applied multi-group structural equation modeling to analyze how language ...
ABSTRACT In the present study we surveyed the English language learning motivations of 740 second... more ABSTRACT In the present study we surveyed the English language learning motivations of 740 secondary school students belonging to different social classes in the capital of Chile, Santiago. We applied multiple analyses of variance to analyse how motivational variables differ depending on students' social class. The results suggest that social class has an overall medium-size effect on motivational factors with self-efficacy beliefs being the most strongly related to socio-economic status. The most important differences in motivation, self-regulation and learner autonomy were found between upper-middle and high social class students on the one hand and low and lower middle class students on the other hand, which we explained with reference to the inequality created by the Chilean schooling system.
This article reports on a study conducted with 42 participants from a Chilean university, which a... more This article reports on a study conducted with 42 participants from a Chilean university, which aimed to determine the effect of mode of response on test performance and test-taker perception of test features by comparing a semidirect online version and a direct face-to-face version of a speaking test. Candidate performances on both test versions were double-marked and analysed using both
Language Assessment Quarterly An International Journal
This article reports on a study conducted with 42 participants from a Chilean university, which a... more This article reports on a study conducted with 42 participants from a Chilean university, which aimed to determine the effect of mode of response on test performance and test-taker perception of test features by comparing a semidirect online version and a direct face-to-face version of a speaking test. Candidate performances on both test versions were double-marked and analysed using both classical test theory and many-facet Rasch measurement. To gain an insight into students' perceptions of the two modes of delivery, we also asked candidates to complete a questionnaire after sitting each version. The many-facet Rash analysis showed no significant difference in the difficulty of the two versions of test. Nonetheless, there was a significant preference among candidates for the face-to-face version across a number of different features of the test.
The global educational response to the Covid-19 pandemic of 2020 has been remarkable and transfor... more The global educational response to the Covid-19 pandemic of 2020 has been remarkable and transformational in many respects, from the nature of learning, learning environments and roles of teacher and learners, through to fundamental changes in approaches, responsibilities and structures at organisational and classroom level. The intended focus of the survey was to look at the instances, insights and implications of the Hybrid Learning model in the global world of language education, whether in private language teaching organisations (LTOs), further and higher educational establishments, or the state school sector. To this end, we provided an adapted definition of Hybrid Learning as "an instructional approach that combines face-to-face (F2F) and online learning. Each class session and learning activity is offered in-person and synchronously online" (Educause 2020). This is also known as Hybrid-Flexible (Hy-Flex) and co-modality learning. We did not intend to include a more ...
In the present study we surveyed the English language learning motivations of 518 secondary schoo... more In the present study we surveyed the English language learning motivations of 518 secondary school students, university students and young adult learners in the capital of Chile, Santiago. We applied multi-group structural equation modeling to analyze how language ...
ABSTRACT In the present study we surveyed the English language learning motivations of 740 second... more ABSTRACT In the present study we surveyed the English language learning motivations of 740 secondary school students belonging to different social classes in the capital of Chile, Santiago. We applied multiple analyses of variance to analyse how motivational variables differ depending on students' social class. The results suggest that social class has an overall medium-size effect on motivational factors with self-efficacy beliefs being the most strongly related to socio-economic status. The most important differences in motivation, self-regulation and learner autonomy were found between upper-middle and high social class students on the one hand and low and lower middle class students on the other hand, which we explained with reference to the inequality created by the Chilean schooling system.
This article reports on a study conducted with 42 participants from a Chilean university, which a... more This article reports on a study conducted with 42 participants from a Chilean university, which aimed to determine the effect of mode of response on test performance and test-taker perception of test features by comparing a semidirect online version and a direct face-to-face version of a speaking test. Candidate performances on both test versions were double-marked and analysed using both
Language Assessment Quarterly An International Journal
This article reports on a study conducted with 42 participants from a Chilean university, which a... more This article reports on a study conducted with 42 participants from a Chilean university, which aimed to determine the effect of mode of response on test performance and test-taker perception of test features by comparing a semidirect online version and a direct face-to-face version of a speaking test. Candidate performances on both test versions were double-marked and analysed using both classical test theory and many-facet Rasch measurement. To gain an insight into students' perceptions of the two modes of delivery, we also asked candidates to complete a questionnaire after sitting each version. The many-facet Rash analysis showed no significant difference in the difficulty of the two versions of test. Nonetheless, there was a significant preference among candidates for the face-to-face version across a number of different features of the test.
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