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Cognitive diagnostic assessment of EFL learners’ listening barriers through incorrect responses

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 di...

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Autores principales: Meng, Yaru, Wang, Ya, Zhao, Ningning
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10469845/
https://www.ncbi.nlm.nih.gov/pubmed/37663352
http://dx.doi.org/10.3389/fpsyg.2023.1126106
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author Meng, Yaru
Wang, Ya
Zhao, Ningning
author_facet Meng, Yaru
Wang, Ya
Zhao, Ningning
author_sort Meng, Yaru
collection PubMed
description 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.
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spelling pubmed-104698452023-09-01 Cognitive diagnostic assessment of EFL learners’ listening barriers through incorrect responses Meng, Yaru Wang, Ya Zhao, Ningning Front Psychol Psychology 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. Frontiers Media S.A. 2023-08-17 /pmc/articles/PMC10469845/ /pubmed/37663352 http://dx.doi.org/10.3389/fpsyg.2023.1126106 Text en Copyright © 2023 Meng, Wang and Zhao. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Meng, Yaru
Wang, Ya
Zhao, Ningning
Cognitive diagnostic assessment of EFL learners’ listening barriers through incorrect responses
title Cognitive diagnostic assessment of EFL learners’ listening barriers through incorrect responses
title_full Cognitive diagnostic assessment of EFL learners’ listening barriers through incorrect responses
title_fullStr Cognitive diagnostic assessment of EFL learners’ listening barriers through incorrect responses
title_full_unstemmed Cognitive diagnostic assessment of EFL learners’ listening barriers through incorrect responses
title_short Cognitive diagnostic assessment of EFL learners’ listening barriers through incorrect responses
title_sort cognitive diagnostic assessment of efl learners’ listening barriers through incorrect responses
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10469845/
https://www.ncbi.nlm.nih.gov/pubmed/37663352
http://dx.doi.org/10.3389/fpsyg.2023.1126106
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