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Article published In:
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 30:1 (2017) ► pp.325–341

Using quizzes to assess and enhance learning of English as a foreign language

| Universidad de Salamanca
| Universidad de Salamanca
| Universidad de Salamanca

This article addresses the testing effect, which refers to the increase in learning that results from taking tests (Halamish & Bjork, 2011; Karpicke & Roediger, 2008; Roediger, Agarwal, McDaniel, & McDermott, 2011). The aim was to find out, with a Pretest/Posttest design, whether quizzes can be an effective tool for learning in an EFL environment due to the repeated testing. There are numerous publications dealing with the use of quizzes with concepts from different disciplines (Bälter, Enström, & Klingenberg, 2013; McDaniel, Wildman, & Anderson, 2012); however, this research takes it a step further because it is the first time that the effect of quizzes has been experimentally verified with English modal expressions and verbs. The outcome of this research benefits foreign language teachers and supports the long-term learning with quizzes in a foreign language.

Keywords: quizzes, testing effect, teaching English, learning English, EFL
Article outline
  • 1.Introduction
  • 2.The study
    • 2.1Method
    • 2.2Design
    • 2.3Participants
    • 2.4Materials
      • 2.4.1Level Test
      • 2.4.2Treatment
      • 2.4.3Pretest and Posttest
    • 2.5Data collection procedure
  • 3.Results
  • 4.Conclusions
  • References


This article is currently available as a sample article.

Published online: 23 November 2017
DOI logo
https://doi.org/10.1075/resla.30.1.13san
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