Emerging technologies and assessment preferences in learning english through CLIL/EMI

Abstract

Results of research on students’ assessment preferences reflecting their learning styles are presented in the article. The research was conducted at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. Totally, 203 students enrolled in Applied Informatics, Information Management, Financial Management and Tourism Management study programmes participated in the research. The main objective was to discover whether there exist correlations between the preferred assessment format and student’s learning style. The latest version of LMS Blackboard was exploited to enhance the process of learning English which was conducted via Content and Language Integrated Learning and English as Medium of Instruction approaches. Totally 18 assessment formats were considered by the students; special attention was paid to those enhanced by technologies. Two research tools were exploited to reach the objective: Learning Combination Inventory and Assessment Format Questionnaire. Collected data were processed by multiple regression and ANOVA analyses. Statistically significant correlations between the preferred format of assessment and individual learning style were discovered in two assessment formats: essay writing on the pre-defined topic and group discussion on the problem using the critical analysis, evaluation, application of students’ previous knowledge and experience. Results close to significance were found in several other assessment formats. Finally, the results were discussed in relation to findings published within the world context.