Browsing by Author "Guedez-Fernandez, Romulo"

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    Assessing foreign language interactive speaking performance (FLISP): The case of undergraduate students of Spanish
    (2015-07-15) Guedez-Fernandez, Romulo
    A fair, valid, and reliable instrument of assessment is essential to ensure quality teaching in higher education. This study seeks to evaluate the consistency of the current rating scales used for the assessment of peer-to-peer Foreign Language Interactive Speaking Performance (FLISP) for the Spanish Programme at The UWI, St. Augustine Campus. The sample population consists of 57 Year 1 Spanish Majors/Minors. A multi-method approach underpins this investigation. The data collection instruments include students' tests scores and recorded speaking performances, questionnaires, semi-structured interviews, and students' journals, as well as focus groups with raters. The analysis of the rating scales draws from the performance data-driven and the measurement-driven approaches. The collected data allowed the identification of pitfalls/drawbacks and gaps of current rating scales. The analysis of both quantitative and qualitative data suggested changes of band descriptors to tailor rating scales to the specific teaching context and course content. This investigation highlights the importance of feedback and self-assessment as contributing elements to raise students' motivation and awareness of their learning process. The findings of this study have implications for the reconstruction of appropriate interactive speaking assessment rating scales and, therefore, the operationalisation of the construct of interactional competence. These findings will enable the researcher to further develop and validate a framework for the assessment of FLISP. Implications for pedagogy and classroom assessment are also addressed.
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    Helping or hindering language growth? A snapshot of Hispanic ‘in-transit’ learners in Trinidad
    (2019-02-19) Ibrahim-Ali, Amina; Guedez-Fernandez, Romulo
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    A Study of Spanish Students' Metacognitive Awareness in Listening Comprehension [PowerPoint presentation]
    (2013-09-17) Guedez-Fernandez, Romulo
    This study reports on an investigation into the progress of listening comprehension of a group of Level 3 Spanish language undergraduate students at The University of the West Indies, St. Augustine Campus. The passion for Spanish language that most undergraduate students possess comes from their Spanish heritage, from their links to a Spanish-speaking country, or from their desire to learn a second language (L2). Participants (N=35) were taught by the same teacher and listened to the same listening texts the same number of times. Listening strategy instruction to guide students' attention on their listening process was provided. Development of metacognition (planning, monitoring, evaluation, and problem solving) was tracked using an adapted version of the Metacognitive Awareness Listening Questionnaire (MALQ) designed by Vandergrift et al (2006). During the period of this study, students took five listening comprehension tests; after every test they completed an MALQ and responded to a self-assessment/reflection sheet. The entire group showed improvement in listening comprehension. The paper discusses the complex interplay and relationship of students' metacognition, progress in listening comprehension, and the impact of listening strategy instruction. The article concludes by suggesting the incorporation of metacognitive instruction in the L2 classroom practice as a way of raising student awareness of the L2 listening process, and of leading students to develop control over their own learning process