Department of Foreign Languages and Literature, Asia University, Taichung, Taiwan.
Percept Mot Skills. 2012 Jun;114(3):995-1006. doi: 10.2466/28.11.21.PMS.114.3.995-1006.
This study investigated the effects of immediate feedback on computer-based foreign language listening comprehension tests and on intrapersonal test-associated anxiety in 72 English major college students at a Taiwanese University. Foreign language listening comprehension of computer-based tests designed by MOODLE, a dynamic e-learning environment, with or without immediate feedback together with the state-trait anxiety inventory (STAI) were tested and repeated after one week. The analysis indicated that immediate feedback during testing caused significantly higher anxiety and resulted in significantly higher listening scores than in the control group, which had no feedback. However, repeated feedback did not affect the test anxiety and listening scores. Computer-based immediate feedback did not lower debilitating effects of anxiety but enhanced students' intrapersonal eustress-like anxiety and probably improved their attention during listening tests. Computer-based tests with immediate feedback might help foreign language learners to increase attention in foreign language listening comprehension.
本研究调查了即时反馈对基于计算机的外语听力测试和个体测试相关焦虑的影响，参与者为台湾一所大学的 72 名英语专业大学生。使用 MOODLE（一种动态电子学习环境）设计的基于计算机的外语听力测试，有或没有即时反馈，并结合状态-特质焦虑量表（STAI）进行了测试，并在一周后重复测试。分析表明，测试过程中的即时反馈会导致明显更高的焦虑，并且比对照组（没有反馈）的听力成绩更高。然而，重复反馈并没有影响测试焦虑和听力成绩。基于计算机的即时反馈并没有降低焦虑的削弱作用，但增强了学生的内在正性压力焦虑，并可能在听力测试中提高他们的注意力。具有即时反馈的基于计算机的测试可能有助于外语学习者提高外语听力理解的注意力。
