Page 31 - ELG1706 Jun Issue 448
P. 31
REVIEWS & RESOURCES
testing skews learning so teachers ‘teach to more able to see things from my learners’
the test’. We wanted point of view and, as a result, I have
So, we set up a research study to explore to see what our developed a more balanced attitude towards
more about our teachers and learners’ using them during class time.
reactions to these pop quizzes. We ran a learners’ body I do still have reservations about not
series of focus groups with learners from knowing when the quiz is coming and how
various English levels and asked them to language could tell us disruptive they can be particularly when you
tell us their opinions about pop quizzes. We are in the middle of an activity in class.
also asked some teachers to participate in about their mindsets On the other hand, I can see how
our study by taking some notes on how their frequent pop quizzes can keep students, and
learners behaved during their quizzes. and attitudes towards instructors, on their toes. For some, they
We wanted to see what our learners’ body the tests can even come as a welcome relief from
language could tell us about their mindsets the monotony of the textbooks and course
and attitudes towards the tests and then materials.
compare and contrast this data set with our that some students showed signs of being One thing I am still unclear about is why
learners’ perceptions. I was really surprised highly motivated, confident, and extremely the students have to change the direction of
by the results. focused on what they were doing. their chairs…perhaps if they finish their quiz
The learners seemed to be mostly positive However, teachers’ observations also early, as many do, it’s nicer to stare vacantly
about the use of pop quizzes, with many captured information about students out of the window at the cypress pine trees
finding them helpful in a variety of ways. appearing to be bored, distracted, and dazzling azure of the Mediterranean Sea.
(See box below). despondent and showing signs of anxiety.
However, some mentioned that because These observations correspond with the Rhian Webb is an EFL
they didn’t know when the quizzes would learners’ comments about pop quizzes; some Instructor and
come, it actually increased their stress levels students are motivated by them, they appear ICELT Teacher Trainer
during the day particularly when they hadn’t to enjoy the challenge and the change in
had one for a few days. pace and focus during the lesson. at Middle East
When we compared the learners’ My own opinions and perceptions of the Technical University,
perceptions vis-a-vis their body language tests have now evolved. The exploratory Northern
while actually doing the pop quiz, we saw research that we conducted means that I am Cyprus Campus
Student POSITIVE NEGATIVE
attitudes They helped them to revise key Not knowing when the tests are
language points in the syllabus,
coming increases stress and leaves
to frequent and feedback from the teachers students constantly on edge.
about where they went wrong
unannounced prepared them for their midterm Test are boring for students
tests.
who nish early or nd it easy -
‘pop up’ Frequent pop quizzes reduced they feel like they are wasting
their time.
quizzes their anxiety levels because they
quickly adapted to the situation,
which in turn helped them to get The tests interrupt lessons and
used to exam situations such as carefully planned activities and
their midterm and pro ciency teachers and students must catch
exams. up later or risk falling behind.
Some students nd
frequent surprise Running the tests in morning It is demoralizing to receive bad
tests reduce anxiety classes forced students to attend or widely varying marks.
around exams but more of their classes, and helped
to motivate them to continue with
attitudes their studies.
differ
Students thought that the
university was taking good care
of them by testing them on a
frequent basis, in that it showed
the students that they cared about
their progress in learning.
editorial@elgazette.com 31
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