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
https://doi.org/10.1075/resla.30.1.13san
References
Ainsworth, S., & Loizou, A. T.
(2003) The effects of self explaining when learning with texts or diagrams. Cognitive Science, 271, 669–681. CrossrefGoogle Scholar
Angus, S. D., & Watson, J.
(2009) Does regular on-line testing enhance student learning in the numerical sciences?: Robust evidence from a large data set. British Journal of Educational Technology, 401, 255–272. CrossrefGoogle Scholar
Bälter, O., Enström, E., & Klingenberg, B.
(2013) The effect of short formative diagnostic web quizzes with minimal feedback. Computers & Education, 601, 234–242. CrossrefGoogle Scholar
Bjork, R. A.
(1988) Retrieval practice and the maintenance of knowledge. In M. M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.), Practical aspects of memory II (pp. 396–401). London: Wiley.Google Scholar
(1994) Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: MIT Press.Google Scholar
(1999) Assessing our own competence: Heuristics and illusions. In D. Gopher & A. Koriat (Eds.), Attention and performance XVII. Cognitive regulation of performance: Interaction of theory and application (pp. 435–459). Cambridge, MA: MIT Press.Google Scholar
(2013) Desirable difficulties perspective on learning. In H. Pashler (Ed.), Encyclopedia of the mind (pp. 243–245). Thousand Oaks: Sage Reference. CrossrefGoogle Scholar
Bransford, J., Brown, A., & Cocking, R.
(2000) How people learn: Brain, mind, and experience & school. Washington, DC: National Academy Press.Google Scholar
Brown, J. D.
(1988) Understanding research in second language learning. Cambridge: Cambridge University Press.Google Scholar
Butler, A. C., & Roediger III, H. L.
(2007) Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19(4–5), 514–527. CrossrefGoogle Scholar
Cepeda, N. J., Coburn, N., Rohrer, D., Wixted, J. T., Mozer, M. C., & Pashler, H.
(2009) Optimizing distributed practice: Theoretical analysis and practical implications. Experimental Psychology, 56(4), 236–246. CrossrefGoogle Scholar
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D.
(2006) Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 1321, 354–380. CrossrefGoogle Scholar
Council of Europe
(2011) Common European framework of reference for languages: Learning, teaching, assessment. Council of Europe.Google Scholar
Craig, S. D., Sullins, J., Witherspoon, A., & Gholson, B.
(2006) Deep-level reasoning questions effect: The role of dialog and deep-level reasoning questions during vicarious learning. Cognition and Instruction, 24(4), 563–589. CrossrefGoogle Scholar
Cull, W. L.
(2000) Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 141, 215–235. CrossrefGoogle Scholar
Dempster, F. N.
(1997) Distributing and managing the conditions of encoding and practice. In E. L. Bjork & R. A. Bjork (Eds.), Human memory (pp. 197–236). San Diego, CA: Academic Press.Google Scholar
Haines, S., & Stewart, B.
(2008) First certificate: Masterclass. Oxford: Oxford University Press.Google Scholar
Halamish, V., & Bjork, R. A.
(2011) When does testing enhance retention?: A distribution-based interpretation of retrieval as a memory modifier. Journal of Experimental Psychology: Learning, Memory, and Cognition, 371, 801–812.Google Scholar
Karpicke, J. D., & Roediger III, H. L.
(2007) Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 571, 151–162. CrossrefGoogle Scholar
(2008) The critical importance of retrieval for learning. Science, 3191, 966–968. CrossrefGoogle Scholar
Kibble, J.
(2007) Use of unsupervised online quizzes as formative assessment in a medical physiology course: Effects of incentive on student participation and performance. Advances in Physiology Education, 311, 253–260. CrossrefGoogle Scholar
Kornell, N., Bjork, R. A., & Garcia, M. A.
(2011) Why tests appear to prevent forgetting: A distribution-based bifurcation model. Journal of Memory and Language, 651, 85–97. CrossrefGoogle Scholar
Lyle, K. B., & Crawford, N. A.
(2011) Retrieving essential material at the end of lectures improves performance on statistics exams. Teaching of Psychology, 381, 94–97. CrossrefGoogle Scholar
McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. M., & Roediger III., H. L.
(2011) Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 21, 399–414. CrossrefGoogle Scholar
McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N.
(2007) Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(4–5), 494–513. CrossrefGoogle Scholar
McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger III, H. L.
(2013) Quizzing in middle school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 271, 360–372. CrossrefGoogle Scholar
McDaniel, M. A., Wildman, K. M., & Anderson, J. L.
(2012) Using quizzes to enhance summative-assessment performance in a web-based class: An experimental study. Journal of Applied Research in Memory and Cognition, 11, 18–26. CrossrefGoogle Scholar
McNamara, D. S.
(2004) SERT: Self-explanation reading training. Discourse Processes, 381, 1–30. CrossrefGoogle Scholar
Metcalfe, J., & Kornell, N.
(2005) A region of proximal learning model of study time allocation. Journal of Memory and Language, 521, 463–477. CrossrefGoogle Scholar
Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D.
(2005) When does feedback facilitate learning of words? Journal of Experimental Psychology: Learning, Memory, and Cognition, 311, 3–8. CrossrefGoogle Scholar
Roediger III, H. L.
(2013) Applying cognitive psychology to education: Translational educational science. Psychological Science in the Public Interest, 14(1), 1–3. CrossrefGoogle Scholar
Roediger III, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B.
(2011) Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 171, 382–395.Google Scholar
Roediger III, H. L., & Karpicke, J. D.
(2006a) The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 11, 181–210. CrossrefGoogle Scholar
(2006b) Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 171, 249–255. CrossrefGoogle Scholar
Roediger III, H. L., & Marsh, E. J.
(2005) The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 311, 1155–1159.Google Scholar
Roediger III, H. L., McDermott, K. B., & McDaniel, M. A.
(2011) Using testing to improve learning and memory. In M. A. Gernsbacher, R. Pew, L. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 65–74). New York: Worth Publishing Co.Google Scholar
Roediger III, H. L., Putnam, A. L., & Smith, M. A.
(2011) Ten benefits of testing and their applications to educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Cognition in education (pp. 1–36). Oxford: Elsevier. CrossrefGoogle Scholar
Sánchez, M. J.
(2006) Conclusiones derivadas de la investigación cognitiva relativas a factores favorecedores de la retención a largo plazo: Implicaciones para la enseñanza y el aprendizaje de una lengua extranjera. Porta Linguarum, 51, 129–137.Google Scholar
Sánchez, M. J., Diego, C., & Alonso, A.
(2010) Podcasts: Recurso didáctico de mejora en la comprensión oral de la lengua inglesa. ES: Revista de Filología Inglesa, 311, 233–246.Google Scholar
Saville, B. K., Pope, D., Lovaas, P., & Williams, J.
(2012) Interteaching and the testing effect: A systematic replication. Teaching of Psychology, 39(4), 280–283. CrossrefGoogle Scholar
Szupnar, K. K., McDermott, K. B., & Roediger III, H. L.
(2007) Expectation of a final cumulative test enhances long-term retention. Memory & Cognition, 35(5), 1007–1013. CrossrefGoogle Scholar
VanLehn, K., Graesser, A. C., Jackson, G. T., Jordan, P., Olney, A., & Rose, C. P.
(2007) When are tutorial dialogues more effective than reading? Cognitive Science, 311, 3–62. CrossrefGoogle Scholar
Wheeler, M. A., & Roediger III, H. L.
(1992) Disparate effects of repeated testing: Reconciling Ballard’s (1913) and Bartlett’s (1932) results. Psychological Science, 31, 240–245. CrossrefGoogle Scholar
Wikipedia: The Free Encyclopedia
Quiz”. http://​en​.wikipedia​.org​/wiki​/Quiz (accessed June 25, 2014).
Zarom, F. M., & Roediger III, H. L.
(2010) The testing effect in free recall is associated with enhanced organizational processes. Memory & Cognition, 38(8), 995–1008. CrossrefGoogle Scholar
Using quizzes to assess and enhance learning of English as a foreign language