Evaluating the Effectiveness of a Web-based Formative Assessment Tool on Academic Performance and Motivation in Workplace English Course
Lu Lin （ Department of Accounting Information, Takming University of Science and Technology, No.56, Sec.1, Huanshan Rd., Neihu District, Taipei, Taiwan ）
Dan Lin （ Department of Banking and Finance, Takming University of Science and Technology, No.56, Sec.1, Huanshan Rd., Neihu District, Taipei, Taiwan ）
https://doi.org/10.37155/2972-4856-jei0303-3Abstract
This study investigates the effectiveness of a web-based formative assessment tool, Classkick, in enhancing academic performance and motivation among junior university students in Workplace English course. The primary aim was to determine how Classkick impacts student engagement and language skill development, by addressing two key research questions: (1) What effect does Classkick have on students’ motivation and engagement in learning Workplace English? (2) How does its implementation affect students’ academic performance? Utilizing a pre-experimental, one-group pretest-posttest design, the study involved 33 participants from a university in Taiwan over a 14-week intervention period. Quantitative assessments were complemented by qualitative feedback from students regarding their experiences with Classkick. The results indicated significant improvements in academic performance, as evidenced by higher posttest scores. While intrinsic and extrinsic motivation did not show statistically significant changes, qualitative data revealed that students appreciated the immediate feedback and interactive nature of Classkick, which contributed to increased self-efficacy and a shift toward mastery goal orientation. These findings underscore the potential of technology-enhanced formative assessments to improve language learning outcomes.
Keywords
Classkick; Formative assessment; Motivation in education; Technology-enhanced learning; Workplace English proficiencyFull Text
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Copyright © 2025 Lu Lin, Dan Lin
Publishing time:2025-07-28
This work is licensed under a Creative Commons Attribution 4.0 International License
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