Effectiveness Of Digital Assessment Tools On The English Language Learning Outcomes Of Tertiary Students

Abstract

The purpose of the study is to compare the effectiveness of using digital assessment tools of the experimental and control groups on the English language learning outcomes among the chosen third year students at Cebu Normal University.

Both quantitative and qualitative research methods were used in this study. Pre-post tests, standardized questionnaires, and classroom observations were used to collect data. It was carried out at Cebu Normal University with two third-year sections that were chosen based on their academic similarity. In the second semester of the Academic Year (AY) 2022–2023, the study was carried out. Thirty-five (35) students majoring in English Language from the Bachelor of Secondary Education (BSEd) program made up the first group, known as the control group, while thirty (30) students from the Bachelor of Arts (BA) in English Language program made up the experimental group. The performance of the respondents in the experimental and control groups was then evaluated using a pre-post test.

The results demonstrate how using digital assessment tools improves learners' overall performance and helps them acquire new languages. By offering convenient and productive learning environments, Kahoot, Quizlet, EDpuzzle, Padlet, Moodle, Nearpod, Quizizz and other digital assessment tools have been found to be useful resources for promoting English language acquisition and enhance English language learning outcomes to tertiary students. Furthermore, the findings revealed from the experimental group shown that language learning aided by digital assessment tools is just as successful as learning from human teachers, suggesting that technology has the ability to provide individualized and customized learning experiences.

This study promotes evidence-based language instruction and could be a helpful resource for researchers and educators interested in using digital evaluation tools into language classes. The findings support the notion that using digital assessment tools in language training has the potential to fundamentally alter language learning in addition to highlighting the positive benefits of educational technology in the field of language education.

In order for teachers to become proficient with technology and use educational technologies like digital assessment tools with confidence, educational institutions should provide them with thorough training programs and enough time. The significance of technology in improving language learning outcomes is highlighted by these findings, which also highlight the necessity of continuous assistance and professional development for educators who wish to incorporate technology into language instruction.