Explorations in the Speakers' Interaction Experience and Self-Assessments
نویسنده
چکیده
The paper focuses on the interlocutors' self-evaluation in Finnish and Estonian first encounter dialogues. It studies affective and emotive impressions of the participants after they have met the partner for the first time, and presents comparison of the evaluation along the gender, age and education parameters. The results bring forward some statistically significant differences between the two groups, and point to different, culturally determined evaluation scales. The paper discusses the impact of the findings on the complex issues related to the evaluation of automatic interactive systems, and carries over to such applications as intelligent training and tutoring systems, and interactions with robots, encouraging further studies on the interlocutors' engagement in interaction and their evaluation of the success of the interaction.
منابع مشابه
Online formative assessments: exploring their educational value
Introduction: Online formative assessments (OFA’s) have beenincreasingly recognised in medical education as resources thatpromote self-directed learning. Formative assessments are usedto support the self-directed learning of students. Online formativeassessments have been identified to be less time consuming withautomated feedback. This pilot study aimed to determine whetherparticipation and pe...
متن کاملA Corpus-Based Contrastive Analysis of Stance Strategies in Native and Nonnative Speakers’ English Academic Writings: Introduction and Discussion Sections in Focus
The present study was an attempt to illustrate the interaction between writers and readers. Conveying of the writers’ voice, stance, and interaction with reader was put forward within this paradigm. Being a good academic writer is highly related to the use of these strategies. Adopting a position and persuading readers of claims are very important. This study was aimed at showing th...
متن کاملOn the Relationship between the Implementation of Formative Assessment Strategies and Iranian EFL Teachers’ Self-Efficacy: Do Gender and Experience Make a Difference?
This study sought to examine the relationship between the use of formative assessment strategies and the Iranian EFL teachers’ sense of self-efficacy. Moreover, this study investigated the relationships and interactions between the EFL teachers’ use of formative assessment strategies, their gender, level of experience, and sense of self-efficacy. This is a descriptive ex post facto design study...
متن کاملRelative Clause Ambiguity Resolution in L1 and L2: Are Processing Strategies Transferred?
This study aims at investigating whether Persian native speakers highly advanced in English as a second language (L2ers) can switch to optimal processing strategies in the languages they know and whether working memory capacity (WMC) plays a role in this respect. To this end, using a self-paced reading task, we examined the processing strategies 62 Persian speaking proficient L2ers used to read...
متن کاملInvolving self-, peer-, and teacher-assessment in a writing course: A cross comparison and reflection of students’ perceptions
The increasing demand for lifelong learners and reflective practitioners has re-conceptualized the connection between assessment and learning to the extent that alternative assessment methods (i.e., self-, peer and teacher-assessment, etc.) have emerged. However, their incorporation into various language skills might bring about certain consequences. Among them, the writing skill is ofte...
متن کامل