Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology Developing stealth assessments to assess young Chinese learners' L2 reading comprehension

Developing stealth assessments to assess young Chinese learners' L2 reading comprehension

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Jan. 29, 2025, 2:02 a.m.
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Feb. 12, 2025, 11:35 p.m.
bitstream:
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collection:
Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
contributor.author:
Poole, Frederick J. Coss, Matthew D. Clarke-Midura, Jody
date.accessioned:
2025-01-29T01:59:42Z
date.available:
2025-01-29T01:59:42Z
date.issued:
2025-02-01
description.abstract:
This study explored the use of stealth assessments within a digital game to assess second language (L2) Chinese learners’ reading comprehension. Log data tracking learners’ in-game behaviors from a game designed for Chinese dual language immersion classrooms (Poole et al., 2022) were used to construct Bayesian Belief Networks to model reading comprehension. Variables included the use of an in-game glossary for word lookups, time spent reading texts, vocabulary knowledge, text length, response requirements, and the number of repetitions. Networks were first built using class-level gameplay data and subsequently applied to individual students. Results showed significant correlations between students' modeled comprehension and their performance on an external reading comprehension assessment (r = .52) as well as teachers’ informal reading evaluations (r = .66), demonstrating stealth assessments’ potential for unobtrusive reading comprehension measurement. The findings contribute to the understanding of digital game-based learning and assessment in language education, particularly in the context of reading comprehension for non-alphabetic languages like Mandarin Chinese.
endingpage:
130
format.extent:
26
identifier.citation:
Poole, F. J., Coss, M. D., & Clarke-Midura, J. (2025). Developing stealth assessments to assess young Chinese learners' L2 reading comprehension. Language Learning & Technology, 29(2), 104–131. https://hdl.handle.net/10125/73613
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73613
number:
2
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73613/
startingpage:
104
subject:
Stealth Assessment Bayesian Belief Networks Reading Comprehension Dual Language Immersion Less commonly taught languages
title:
Developing stealth assessments to assess young Chinese learners' L2 reading comprehension
type:
Article
type.dcmi:
Text
volume:
29