An Investigation of the Effects of Web-based Student-generated Questions to Improve Learning
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Although student generated questions have been studied to link assessment and learning for decades, little empirical research has been available to support student generated question activities. This study investigated the effects of web-based student generated questions (hereafter e-SGQ) on EFL university students’ increasing class content knowledge and business correspondence skills. For the study, 46 EFL university students in a business correspondence skills course were asked to design mid-term prep tests based on six chapters of the course textbook. In small groups, each student generated at least three items from the six chapters. The students made approximately 170 test items, and the instructor reviewed all the items and used them to form 18 web-based assessments with a total of 160 test items. Due to practical constraints the setting provided, the study employed a single group design with pre- and post- test analysis. Survey data were also examined. The results illustrated that the students’ post-test scores were improved compared to the pre-test scores, and the students found creating test questions useful for improving content knowledge and business correspondence skills.
Abstract
Although student generated questions have been studied to link assessment and learning for decades, little empirical research has been available to support student generated question activities. This study investigated the effects of web-based student generated questions (hereafter e-SGQ) on EFL university students’ increasing class content knowledge and business correspondence skills. For the study, 46 EFL university students in a business correspondence skills course were asked to design mid-term prep tests based on six chapters of the course textbook. In small groups, each student generated at least three items from the six chapters. The students made approximately 170 test items, and the instructor reviewed all the items and used them to form 18 web-based assessments with a total of 160 test items. Due to practical constraints the setting provided, the study employed a single group design with pre- and post- test analysis. Survey data were also examined. The results illustrated that the students’ post-test scores were improved compared to the pre-test scores, and the students found creating test questions useful for improving content knowledge and business correspondence skills.
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