A CASE STUDY OF FEEDBACK-RICH ONLINE FORMATIVE ASSESSMENT IN BEGINNER KOREAN GRAMMAR LEARNING
DOI:
https://doi.org/10.55197/qjssh.v7i3.1243Keywords:
agentic engagement, Quizizz, self-regulated learning, blended learning, Computer-Assisted Language Learning (CALL)Abstract
Technology-enhanced formative assessments deliver real-time, technology-mediated feedback that can markedly improve learner engagement and academic achievement. Despite these benefits, their specific impact on the acquisition of Korean as a Foreign Language grammar remains under-researched. This study addresses the persistent difficulties of Korean grammar through feedback-rich digital formative assessment. This study investigated the impact of feedback-rich online formative assessment on the multidimensional engagement and grammar proficiency of beginner Korean language learners. Adopting a pre-experimental one-group pre/post-test design, the study involved 18 students in Brunei during a seven-week intervention using the Quizizz platform. Data were collected via grammar proficiency tests, engagement questionnaires across four dimensions (emotional, behavioural, cognitive, and agentic), and open-ended questions about student perceptions. Findings revealed significant increases in both the grammar score (from 58.22 to 67.00) and all four dimensions of engagement (p<.05). Notably, agentic engagement showed marked improvement (p=.002). However, no significant correlation was found between engagement gains and test score differences, suggesting that while online formative assessment fosters a supportive learning environment, engagement alone may not directly predict mastery of complex linguistic structures. The study concludes that technology-mediated feedback is a high-impact strategy for enhancing both learner involvement and academic achievement.
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