Learning and Knowledge Technologies (LKT) and Speaking Assessment

Abstract

The implementation of Learning and Knowledge Technologies (LKT) in education plays a vital role in enhancing the teaching and learning process by personalizing learning experiences, fostering essential skills such as critical thinking or problem-solving, and simplifying assessment processes. This research aimed to analyze the effect of LKT on the speaking assessment of fifteen B1+ level students at “Unidad Educativa Glenn Doman” in Ambato. A pre-experimental design with a quantitative method was used, and the study was conducted over 5 weeks with 10 sessions involving various data collection tools. Initially, a LKT diagnostic survey was administered to assess students' familiarity with the use of these tools. Then, the speaking section of the PET examination was employed as a pre-and post-test to assess students’ speaking level. Furthermore, eight 40-minute interventions were implemented, following the CLT methodology, during which LKT tools such as Wordwall, Genially, Padlet, Nearpod, Quizizz, and Speechace were used to design and apply activities that enhanced comprehension, promoted active participation, assessed oral performance across various levels of oral production, and contributed to the improvement of students' speaking skills, as evidenced by the pre-and post-test results, which reflected a difference of 1.7 points. Additionally, a TAM model survey was conducted to measure the students’ acceptance level of the LKT implemented throughout the interventions. The results of a Paired Sample Test confirmed the acceptance of the alternative hypothesis, demonstrating that the use of LKT significantly influenced the speaking assessment by allowing the implementation of formative assessment activities that promoted the practice of speaking skills and increased motivation, due to their ludic nature, which made the process more effective and meaningful for students.