ANNOTATED BIBLIOGRAPHY

TECHNOLOGY – ASSISTED LANGUAGE INSTRUCTION

Created by:
Group 2:
1. Tahniah Tasyrifiah (06020522065)
2. Jesika Wulandari (06020522039)
3. Naili Aulia Rahmani (06020522049)
4. Moh. Ibnu Adam (06020522042)
5. Moh Rizki Ufuqul M. (06020521049)

TALI Course Lecturer:

H. Mokhamad Syaifudin, M.Ed., Ph.D.

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TARBIYAH TEACHER AND TRAINING
UIN SUNAN AMPEL SURABAYA 2024
1. Nufus, T. (2023 ). Utilizing Technology as an Assessment Tool in Teaching English as
a Foreign Language (EFL) In Indonesia; Challenge and strategy . Atlantis Press SARL
, 167-171.

This study delves into the utilization of technology as an assessment tool in teaching
English as a Foreign Language in Indonesia. Various technologies such as video blogging,
Padlet, podcast, WhatsApp, and Telegram were employed to evaluate students' language
skills. The study highlights the challenges encountered when using technology for
assessment purposes. It concludes that integrating technology in assessment enhances
students' language skills and boosts their motivation in learning.
This article provides insights into the practical application of technology for
assessing English language skills in an Indonesian educational context. It offers a
comprehensive overview of the technologies used and their impact on students' learning
outcomes. The study's findings underscore the positive effects of incorporating technology
in language assessment, shedding light on both the advantages and obstacles faced in this
pedagogical approach.

2. Menaka, G., & Sankar, G. (2019). The Language Learning Assessment Using
Technology For Second Language Learners. International Journal of Linguistics,
Literature and Culture, 5(4), 1-6.

Menaka and Sankar's article delves into the innovative use of technology for
assessing language learning among second language learners. The authors explore the
impact of technology, such as advanced machines and interactive language games, on
enhancing language acquisition for students. By discussing the evolution of teaching
methods within the globalized educational landscape, the study highlights the effectiveness
of modern approaches like e-learning in improving language proficiency. Through their
research, Menaka and Sankar provide valuable insights into the integration of technology
in language learning assessment and its benefits for second language learners.
 Furthermore, the article underscores the significance of interactive learning tools,
such as language games, in engaging students and facilitating a dynamic language learning
environment. By emphasizing the role of technology in language assessment, Menaka and
Sankar shed light on the evolving nature of language education and the opportunities
presented by digitally-enhanced learning experiences. Their study not only showcases the
potential of technology to enhance language learning outcomes but also underscores the
importance of adapting teaching methods to meet the needs of diverse learners in the
contemporary educational landscape.
3. Haug, T., Ebling, S., Tissi, K., Sidler-Miserez, S., & Braem, P. B. (2022). Development
of a Technology-Assisted Assessment for Sign Language Learning. International
Journal of Emerging Technologies in Learning, 17(6), 39–56.

This article presents the development of an assessment system for Swiss German
Sign Language (DSGS) that utilizes automatic sign language recognition technology. The
authors, including Tobias Haug and Sarah Ebling, discuss the project’s goals,
methodology, and future plans for expanding the system to include sentence-level
assessment. The study aims to provide adult L2 learners with immediate feedback on their
signing proficiency, enhancing the learning process and promoting effective
communication in DSGS.

In a follow-up study, the assessment system is planned to be transitioned to an

online platform, allowing learners to assess their DSGS vocabulary knowledge remotely
and receive instant feedback. The authors also outline the intention to incorporate non-
manual features of signing for sentence-level assessment, emphasizing the importance of
considering various aspects of sign production for accurate evaluation. The long-term goal
is to utilize this technology for both formative and summative assessment purposes,
enabling learners to check their vocabulary knowledge and receive automatic feedback on
their signed production in different assessment scenarios.
 The paper discusses the compilation of training data for the automatic DSGS assessment
system, which involved recording signing performances of adult L1 signers and L2 learners
using multiple visual sensors in a studio environment. The dataset created contains
videotaped productions of the DSGS vocabulary test items with associated transcriptions
and annotations. The authors highlight the significance of providing the SLR component
with sufficient samples to learn from, emphasizing the use of state-of-the-art deep learning
methods for effective sign language recognition.

4. Bahrani, T. (2011). Technology as an Assessment Tool in Language Learning.

International Journal of English Linguistics, 1(2), 295–298.

Bahrani (2011) delves into the realm of technology as an assessment tool in

language learning, specifically focusing on the utilization of computers, podcasts, and chat
for evaluating language proficiency in EFL classrooms. The article underscores the
significance of incorporating technology in language assessment and emphasizes the need
to consider factors like creativity, real-world communication, and student motivation when
designing technology-based assessments. By exploring the benefits of integrating
technology into language assessment, Bahrani sheds light on how innovative tools can
enhance the evaluation of language skills in a more authentic and engaging manner.

In a related study, Chun (1994) discusses the use of computer networking to

facilitate interactive competence acquisition in language learning. The research highlights
the role of technology in fostering communication skills and underscores the potential
advantages of incorporating computer-mediated activities in language assessment
practices. Additionally, Cobcroft et al. (2006) provide insights into mobile learning
opportunities and challenges for learners, teachers, and institutions. Their paper
emphasizes the importance of authentic, valid, and reliable assessment methods in the
context of mobile technologies, underscoring the evolving landscape of language
assessment in the digital age.
 Overall, these studies collectively contribute to the discourse on technology-
enhanced language assessment, showcasing the transformative potential of digital tools in
evaluating language proficiency. By exploring the impact of technology on learner agency,
networked learning environments, and mobile learning opportunities, educators and
researchers gain valuable insights into how technology can revolutionize language
assessment practices and create more engaging and effective learning experiences for
language learners.

5. Van Moere, A., & Downey, R. (2016). Technology and artificial intelligence in
language assessment (341-358). Retrieved from New York University Bobst Library
Technical Services

The article provides an in-depth exploration of the use of automated scoring

technology in language assessment, particularly focusing on writing assessments. It delves
into the history of automated scoring, various models utilized, and techniques like surface
features, Latent Semantic Analysis, and part of speech categorizing. The text also includes
examples of commercial products that leverage these techniques, highlighting the
widespread acceptance and adoption of automated scoring technology in high-stakes tests
for its efficiency and accuracy.

The article discusses a range of studies and research on technology and artificial
intelligence in language assessment, covering topics such as computerized adaptive oral
proficiency assessment, automated essay scoring, and automated scoring of spontaneous
speech. It also touches on issues like the equivalence of direct and semi-direct speaking
tests, assessment of pragmatics, and the impact of English and plurilingualism in global
corporations. The text emphasizes both the advancements and challenges associated with
using technology for language assessment, underscoring the importance of carefully
considering the validity of automated scoring technology in language assessments.