通过错误回答对英语外语学习者听力障碍进行认知诊断评估。
Cognitive diagnostic assessment of EFL learners' listening barriers through incorrect responses.
作者信息
Meng Yaru, Wang Ya, Zhao Ningning
机构信息
School of Foreign Studies, Xi'an Jiaotong University, Xi'an, Shaanxi, China.
Xi'an Chanba No.2 Middle School, Xi'an, Shaanxi, China.
出版信息
Front Psychol. 2023 Aug 17;14:1126106. doi: 10.3389/fpsyg.2023.1126106. eCollection 2023.
English as Foreign Language (EFL) learners' cognitive processes have been a research focus in listening assessment. Most studies use correct responses as data, but undervalue the rich information of the incorrect answers or options (in the case of multiple choice questions, MCQ). However, the MCQ distractors are often intentionally designed to reveal learners' problems or barriers. In order to diagnose the EFL learners' listening barriers through incorrect responses, Cognitive Diagnostic Models (CDMs) for bugs were adopted, hence the name Bug-CDMs. First, five EFL listening barrier attributes were identified and two Bug Q-matrices were developed to comparatively analyze the learner's responses with different Bug-CDMs. The results revealed that Bug-GDINA was the optimal model, and the most prevalent barriers were semantic understanding and vocabulary recognition. These barriers confirmed both compensatory and non-compensatory relationships in causing listening comprehension failures. The study proved the feasibility of Bug-GDINA in diagnosing listening barriers from the incorrect responses. Limitations and suggestions for further research were also proposed.
将英语作为外语（EFL）学习者的认知过程一直是听力评估中的研究重点。大多数研究将正确答案用作数据，但低估了错误答案或选项（在多项选择题（MCQ）的情况下）所包含的丰富信息。然而，多项选择题的干扰项通常是故意设计的，以揭示学习者的问题或障碍。为了通过错误答案诊断外语学习者的听力障碍，采用了针对错误的认知诊断模型（CDMs），因此称为错误-CDMs。首先，确定了五个外语听力障碍属性，并开发了两个错误Q矩阵，以使用不同的错误-CDMs对学习者的回答进行比较分析。结果表明，错误-GDINA是最佳模型，最普遍的障碍是语义理解和词汇识别。这些障碍证实了在导致听力理解失败方面存在补偿性和非补偿性关系。该研究证明了错误-GDINA在从错误答案中诊断听力障碍方面的可行性。还提出了研究的局限性和进一步研究的建议。
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