Learning and Knowledge Technologies (LKT) and Listening Assessment

Abstract

This dissertation aims to investigate the effectiveness of Learning and Knowledge Technologies (LKT) in listening formative assessment to enhance English language learning among young adult students at Universidad Técnica de Ambato. The study employs quantitative research with experimental design. Fourteen students participated in the research, based on interventions, structured around eight lessons using TOEFL materials and two test sessions. Each intervention included pre-task activities to introduce the context and vocabulary, main tasks focused on problem-solving, and post-task activities where students reflected on the content and practiced speaking. Technological tools such as Quizizz, Nearpod, Socrative, and Google Forms were integrated to facilitate assessment and engagement. Data were collected through pre-tests, post-tests, and a TAM (Technology Acceptance Model) questionnaire, which measured students' perceptions of the tools used. The findings indicate a significant improvement in students' listening skills, attributed to the structured and interactive nature of the interventions. Additionally, the TAM results revealed positive perceptions of the technological tools, highlighting their effectiveness in supporting formative assessment practices. This research highlights the importance of LKT in modern educational contexts, particularly in enhancing assessment in listening skills, and offers valuable insights for educators seeking to incorporate innovative assessment methods.