Leveraging technology for online Japanese resit assessments at a British university
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Abstract
This study examines the effectiveness of online resit assessments for Japanese language learners, addressing concerns about assessment reliability in digital contexts. Despite the increasing use of online assessments, little research has explored how resit exams compare to initial attempts, particularly in language learning. To bridge this gap, the study analyzed the resit performance of 32 students across two proficiency levels at a British university, using five language marking criteria to assess written and oral tasks from 14 Task Briefs. Findings indicate that while written resit assessments are as challenging as the initial exams, oral resit assessments may be significantly easier. However, the reliability of resit results is questionable due to students’ use of Online Translators (OT) and Input Method Editors (IME), which can generate text that does not reflect students’ actual language proficiency. These findings highlight the need for assessment designs that minimize the influence of external digital tools, ensuring a more accurate evaluation of language skills. The study contributes to discussions on maintaining academic integrity and developing fairer online language assessments.
Keywords: Academic misconduct; higher education; online submission; language assessment; resit
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