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Implementation of Web-Based Dynamic Assessments as Sustainable Educational Technique for Enhancing Reading Strategies in English Class during the COVID-19 Pandemic

Author

Listed:
  • Yu Sun

    (Department of Education and Learning Technology, National Tsing Hua University, Hsinchu 300193, Taiwan)

  • Tzu-Hua Wang

    (Department of Education and Learning Technology, National Tsing Hua University, Hsinchu 300193, Taiwan)

  • Li-Fen Wang

    (Department of Education and Learning Technology, National Tsing Hua University, Hsinchu 300193, Taiwan)

Abstract

The COVID-19 pandemic has resulted in educational disruption at a global scale. Based on the United Nation’s Sustainable Development Goal 4, “achieving inclusive and quality education for all”, this study designed two feasible learning models for the solution of sustainable learning during the COVID-19 pandemic, GPAM-WATA and Paper-and-Pencil test (PPT). The GPAM-WATA, a web-based dynamic assessment, offers online learning to most of the populations impacted by the COVID-19 pandemic, while PPT makes the vulnerable groups’ access to learning possible with the aid of paper-based delivery. A quasi-experimental design was adopted, and both learning models were applied to a junior high school English reading course in Taiwan. A total of 122 seventh graders were randomly assigned to the GPAM-WATA group and PPT group for self-directed learning. The findings show that the GPAM-WATA is a sustainable educational technique that facilitates a better improvement in English reading performance. The PPT also has a positive effect on English reading performance, although not significantly if compared with the GPAM-WATA. This study suggests that GPAM-WATA is effective for English reading instruction in an online learning environment. The PPT can be an alternative approach for students stuck without access to online delivery during the COVID-19 pandemic.

Suggested Citation

  • Yu Sun & Tzu-Hua Wang & Li-Fen Wang, 2021. "Implementation of Web-Based Dynamic Assessments as Sustainable Educational Technique for Enhancing Reading Strategies in English Class during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(11), pages 1-13, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:11:p:5842-:d:560189
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    References listed on IDEAS

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    2. Walter Leal Filho & Luciana Londero Brandli & Amanda Lange Salvia & Lez Rayman-Bacchus & Johannes Platje, 2020. "COVID-19 and the UN Sustainable Development Goals: Threat to Solidarity or an Opportunity?," Sustainability, MDPI, vol. 12(13), pages 1-14, July.
    3. Lili-Ann Wolff, 2020. "Sustainability Education in Risks and Crises: Lessons from Covid-19," Sustainability, MDPI, vol. 12(12), pages 1-6, June.
    4. Allam Ahmed & Williams E Nwagwu, 2006. "Challenges and Opportunities of E-learning Networks in Africa," Development, Palgrave Macmillan;Society for International Deveopment, vol. 49(2), pages 86-92, June.
    5. Magnus Boström & Erik Andersson & Monika Berg & Karin Gustafsson & Eva Gustavsson & Erik Hysing & Rolf Lidskog & Erik Löfmarck & Maria Ojala & Jan Olsson & Benedict E. Singleton & Sebastian Svenberg &, 2018. "Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach," Sustainability, MDPI, vol. 10(12), pages 1-21, November.
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    1. Yi-Chieh Chen & Kuo-Kuang Fan & Kwo-Ting Fang, 2021. "Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course," Sustainability, MDPI, vol. 13(13), pages 1-26, June.

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