Effectiveness of Computer-Graded vs. Instructor-Graded Homework Assignments in an Elementary Spanish Course

A comparative study at two undergraduate institutions

Authors

  • Richard Dabrowski
  • Jean W. LeLoup
  • Lunden E. MacDonald

DOI:

https://doi.org/10.17161/iallt.v43i1.8519

Abstract

Researchers at the United States Air Force Academy and Metropolitan
State University of Denver collaborated on a study to determine the
effectiveness of computer-graded vs. instructor-graded homework
assignments in elementary Spanish courses at their respective
institutions. Subjects completed one or the other type of online
activities tied directly to a specific chapter of the textbook of the course
and accessed via the online ancillary MySpanishLab. Following
completion of the chapter activities and assessment, subjects were
asked to complete a satisfaction survey indicating their reactions to
and preferences for either computer-graded or instructor-graded
activities. No significant differences were found between groups on
assessment scores, though definite differences were noted indicating
strong preferences for one type of activity over another.

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Published

2013-04-15

How to Cite

Dabrowski, R., J. W. LeLoup, and L. E. MacDonald. “Effectiveness of Computer-Graded Vs. Instructor-Graded Homework Assignments in an Elementary Spanish Course: A Comparative Study at Two Undergraduate Institutions”. IALLT Journal of Language Learning Technologies, vol. 43, no. 1, Apr. 2013, pp. 78-100, doi:10.17161/iallt.v43i1.8519.