CHAPTER 3: DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTIONS
3.3. Suggestions for motivating students in learning at Basic English 1,
3.3.2. Developing testing and assessment system
Unlike traditional context classes, online courses give teachers a difficult task when testing and assess students‟ learning process. Involving in this study, many students revealed that testing and assessment is one thing that motivates and sometimes also de-motivates them most. It can motivate when they submit their exercises and receive feedback from teachers quickly and accurately. Tienganh123.com also requires learners to complete most of the exercises and tasks in a lesson before moving to the next. So learners have to do the tasks carefully to get good result.
Although the way of testing and assessment is good, however it need improving because the time students have to wait the result and comment from teachers are quite long. Now it‟s about 5 days. So that many students complain that they feel de- motivates after waiting a long time for the result, and cannot continue the course if not pass the task after such time. Therefore firstly the web administration has to find ways to eliminate the waiting time for learners. Secondly maybe the requirement that students must pass most of the task in a lesson before moving to the next lesson is not really necessary. If this requirement is set for review lesson only, it can be better and reduce a lot of time for learner to wait the result when they want to learn new lesson. Moreover, after the review lesson, if students don‟t pass, they will have to spend time to cover again the main points of the content they have gone over.
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This is the time for them to reorganize the grammar, structures and vocabulary they have learned.
One more thing that needs considering in testing and assessment of this course is that now if learners are not qualified to go on the next lesson, they have to go back and finish exercises, tasks they haven‟t passed. This process can be very boring for students to do tasks again and again. Some students don‟t want to do the same tasks twice, and doing the same task again not only de-motivate students, but it is also not a good way to teach language. This process may help students remember their mistakes mechanically but they do not really understand the language. To deal with this, web administration may think about a bank of tasks, exercises and tests for such cases. Learners will have to do the different tasks or exercises if they don‟t pass the previous one. But the new ones must be the same level with the previous.
In brief, the chapter has presented some major findings based on the data analysis to find out the answers to the research questions. All the data was obtained from the study instruments which were the two survey questionnaires and the interview. In the chapter the main types of motivation, de-motivated factors and motivational strategies have been discussed in details.
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PART C: CONCLUSION
In this part, conclusions on the research questions set forth in part I of the research will be provided. Then, limitations and suggestions for further study will be presented.