Audience response systems for formative assessment purposes
The impact of individualised feedback on EFL student teachers’ receptive skills
Bibliographic Data
| ID | 21754033 |
|---|---|
| Authors | José Jaime Pérez-Segura (0000-0002-0757-3763, University of Castilla-La Mancha), Isabel López Cirugeda (0000-0003-0000-5437, University of Castilla-La Mancha), Rosa María Lince Campillo (0000-0002-9105-9600, University of Castilla-La Mancha), Rosa María López-Campillo, Raquel Sánchez Ruiz (0000-0003-0022-7734, University of Castilla-La Mancha) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Pages | 1-26 |
| Publication date | 2026-06-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of English Studies (JOURNAL) |
| Journal identifiers | ISSN: 1578-7044 • E-ISSN: 1989-6131 |
| Publisher | Servicio de Publicaciones de la Universidad de Murcia (PUBLISHER) |
| DOI | 10.6018/ijes.608181 |
| OpenAlex | W7167036059 |
| Language | EN |
| References cited | 35 |
This study addresses the influence of individualised feedback on the performance of student teachers as EFL learners in oral and written comprehension of (1) the gist, (2) specific information, (3) inferences, and (4) misleading information. Forty-five student teachers were assessed before and after the application of the teaching method along six sessions. The experimental group performed receptive-skills activities based on the typology of their previous mistakes, while the control group did similar generic activities regardless of their mistakes. An in-built Audience Response System (ARS) website was employed for data collection. Both groups obtained similar results in reading, but the experimental group significantly outperformed the control group in the listening skill, especially in avoiding misleading information. An exploratory analysis by gender hints at more positive effects of the intervention for women, but more information is required to clarify this and unravel the potential of ARS procedures for personalised formative assessment for language learning purposes
Active listening · Audience response · Comprehension · Exploratory research · Formative assessment · Listening comprehension · Typology · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Student Assessment and Feedback
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| Highly cited | No |
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