The treatment of error in learners of Russian as a foreign language: Visual analytics
DOI:
https://doi.org/10.30827/portalin.viX.27276Keywords:
Visual analytics, Education data mining, Foreign language teaching, RussianAbstract
There are well-known challenges in the assessment of learning in general, and especially in foreign language learning. The treatment of error in the classroom is a recent topic of research and one that has given rise to multiple approaches to pinpoint, identify and classify the errors made by learners of foreign and second languages. This article presents a methodological model based on visual analytics and education data mining to optimise teacher intervention in the face of individual and collective errors in the Russian language classroom. The methodology has been tested on learners of Russian as a foreign language at the University of Granada. It comprised an online questionnaire for skills assessment, with 75 questions that were classified by grammatical category and sub-category. It was filled out by the learners of the 2021/2022 academic year, yielding 31 responses. The responses were then analysed through visual analytics and education data mining techniques. Clustering questions and learners allowed the identification of different error patterns and groups of learners with common errors. This serves to demonstrate the usefulness of these techniques for classroom assessment.
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References
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Foerst, N. M., Klug, J., Jöstl, G., Spiel, C., & Schober, B. (2017). Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies, Frontiers in Psychology, 8, 1288. doi.org/10.3389/fpsyg.2017.01288
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Gómez-Aguilar, D.-A., García-Peñalvo, F.-J., y Therón, R. (2014). Analítica visual en e-learning. El profesional de la Información, 23(3), 236-245.
Hasko, V. (2009). The locus of difficulties in the acquisition of Russian verbs of motion by highly proficient learners, The Slavic and East European Journal, 53(3), 360–385. http://www.jstor.org/stable/40651162
Instituto Cervantes. (2012). Las competencias clave del profesorado de lenguas segundas y extranjeras. http://cvc.cervantes.es/Ensenanza/biblioteca_ele/competencias/default.htm
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Khansir, A. A. (2012). Error Analysis and Second Language Acquisition. Theory and Practice in Language Studies, 2(5), 1027-1032.
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Križanić, S. (2020). Educational data mining using cluster analysis and decision tree technique: A case study. International Journal of Engineering Business Management. doi.org/10.1177/1847979020908675
Launer, M. K. (1987). The semantic structure of verbs of motion in Russian. Russian Language Journal / Русский Язык, 41(140), 77–105. http://www.jstor.org/stable/43676558
Maltseva, M. y Kapitonova, T. (2019). Тесты, тесты, тесты. Элементарный уровень. Базовый уровень. I сертификационный уровень. Златоуст.
Misiejuk, K., Wasson, B., y Egelandsdal, K. (2021). Using learning analytics to understand student perceptions of peer feedback. Comput. Hum. Behav. 117, 106658. doi.org/10.1016/j.chb.2020.106658
Mohamad, S. K., y Tasir, Z. (2013). Educational data mining: A review. Procedia - Social and Behavioral Sciences, 97, 320-324.
Montrul, S. A. (2014). Interlanguage, Transfer and Fossilization. Beyond Second Language Acquisition. En Z. Han y E. Tarone (Ed.), Interlanguage: Forty Years Later (pp. 75-104). John Benjamins.
Muñoz-Basols, J. y Bailini, S. (2018). Análisis y corrección de errores. En J. Muñoz-Basols, E. Gironzetti y M. Lacorte (Ed.), Spanish Language Teaching. Metodologías, contextos y recursos para la enseñanza del español L2 (pp. 94-108). Routledge.
Muñoz-Basols, J. (2005). ‘Aprendiendo de los errores con la abuela Dolores’: el error como herramienta didáctica en el aula de ELE. En Actas del Primer Congreso Internacional de FIAPE. RedELE. 20–23 marzo 2005.
Nesset, T. (2000). Iconicity and prototypes: A new perspective on Russian verbs of motion. Scando-Slavica, 46, 105 - 119. doi.org/10.1080/00806760008601154
Noels, K. (2001). Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of their Teachers’ Communication Style. Language Learning, 51(1), 107–144.
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Front. Psychol. 8:422. doi.org/10.3389/fpsyg.2017.00422
Pujolà, J.-T. y Herrera F. J. (2018). Gamificación. En J. Muñoz-Basols, E. Gironzetti y M. Lacorte (Ed.), Spanish Language Teaching. Metodologías, contextos y recursos para la enseñanza del español L2 (pp. 583-595). Routledge.
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Romero, C., Ventura, S., Pechenizkiy, M., y Baker, R.S.J.D. (Eds.). (2010). Handbook of Educational Data Mining (1st ed.). CRC Press. doi.org/10.1201/b10274
Sanz, C. (2016). Adquisición del Español Como Segunda Lengua: Investigación. En J. Gutiérrez-Rexach (Ed.), Enciclopedia de Lingüística Hispánica (pp. 242-252). Routledge.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Vázquez, G. (1992). Análisis de errores y aprendizaje de español/lengua extranjera. Peter Lang.
Vázquez, G. (1999). ¿Errores? ¡Sin falta! Edelsa.
Yan, Z. & Carless, D. (2022). Self-assessment is about more than self: the enabling role of feedback literacy, Assessment & Evaluation in Higher Education, 47:7, 1116-1128, doi.org/10.1080/02602938.2021.2001431
Amo, D. y Santiago, R. (2017). Learning Analytics. La narración del aprendizaje a través de los datos. UOC.
Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. Front. Educ., 4:87. doi.org/10.3389/feduc.2019.00087
Azevedo, R., Bouchet, F., Duffy, M., Harley, J., Taub, M., Trevors, G., Cloude, E., Dever, D., Wiedbusch, M., Wortha, F. and Cerezo, R. (2022) Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning with an Intelligent Tutoring System. Front. Psychol. 13:813632. doi.org/10.3389/fpsyg.2022.813632
Barros García, B. (2021). La representación visual de los resultados de investigación. En M. Cruz Piñol (Ed.), e-Research y español LE/L2. Investigar en la era de las tecnologías (pp. 228- 247). Routledge.
Barros García, B. & W. Arroyo-Machado (2020). El examen como punto de partida: técnicas de visualización y análisis de redes para optimizar el feedback en el aula de ruso como L2. doi.org/10.5281/zenodo.4472655
Black, P., y Wiliam, D. (1998). Inside the black box: Raising standards through classroom Assessment. Phi Delta Kappan, 80(2), 139–144.
Bienkowski, M., Feng, M., y Means, B. (2012). Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics: An Issue Brief. eric.ed.gov/?id=ED611199
Brown, H. D. (1994). Principles of Language Learning and Teaching. Prentice Hall.
Cancino, M., Arenas, R., & Herrera, C. (2022). Exploring the Relationship between L2 Language Proficiency, Language Learning Strategies, and Self-Efficacy: Evidence from Chilean Classrooms. Revista de Lingüística y Lenguas Aplicadas, 17, 1-9. doi.org/10.4995/rlyla.2022.16122
Clow, D. (2013). An overview of learning analytics. Teaching in Higher Education, 18(6), 683– 695. doi.org/10.1080/13562517.2013.827653
Corder, P. (1967). The significance of learner’s errors. International Review of Applied Linguistics, 5, 167-170.
Darus, S. (2013). Error analysis. En P. Robinson (Ed.), Second Language Acquisition, (pp. 213-215). Routledge.
De la Morena, M., Sánchez, A. y Fernández, M. P. (2011). Diferencias en los niveles de motivación por sexo, curso y tipo de centro educativo en el aprendizaje estratégico de la lengua extranjera. ARBOR Ciencia, Pensamiento y Cultura, 187 (Extra 3), 225-230.
Deng, H., Wang, X., Guo, Z., Decker, A., Duan, X., Wang, C., Ambrose, G., y Abbott, K. (2019). Visual analytics of student performance data from an introductory chemistry course. Visual Informatics, 3(4), 166-176. doi.org/10.1016/j.visinf.2019.10.004
Dubinina, N. A. et al. (2020). ТРКИ - на 100%: Тесты по русскому языку. Открытые экзаменационные материалы СПбГУ. Первый уровень (B1). Златоуст
Dulay, H.; M. Burt y S. Krashen. (1982). Language Two. Oxford University Press.
Dutt, A., Ismail, M. A. y Herawan, T. (2017). A Systematic Review on Educational Data Mining. IEEE Access, 5, 15991-16005. doi.org/10.1109/ACCESS.2017.2654247
Ellis, R. y Barkhuizen, G. (2005). Analysing Learner Language. Oxford University Press.
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. doi.org/10.3102/0034654312474350
Falchikov, N., & Boud, D. (1989). Student Self-Assessment in Higher Education: A Meta-Analysis, Review of Educational Research, 59(4), 395–430. doi.org/10.3102/00346543059004395
Ferreira, A. (2006). Estrategias efectivas de feedback positivo y correctivo en el español como lengua extranjera. Signos, 39(62). doi.org/10.4067/s0718-09342006000300003
Foerst, N. M., Klug, J., Jöstl, G., Spiel, C., & Schober, B. (2017). Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies, Frontiers in Psychology, 8, 1288. doi.org/10.3389/fpsyg.2017.01288
Gagarina, N. (2009). Verbs of motion in Russian: an acquisitional perspective. The Slavic and East European Journal, 53(3), 451–470. http://www.jstor.org/stable/40651166
Gómez-Aguilar, D.-A., García-Peñalvo, F.-J., y Therón, R. (2014). Analítica visual en e-learning. El profesional de la Información, 23(3), 236-245.
Hasko, V. (2009). The locus of difficulties in the acquisition of Russian verbs of motion by highly proficient learners, The Slavic and East European Journal, 53(3), 360–385. http://www.jstor.org/stable/40651162
Instituto Cervantes. (2012). Las competencias clave del profesorado de lenguas segundas y extranjeras. http://cvc.cervantes.es/Ensenanza/biblioteca_ele/competencias/default.htm
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Pfeiffer.
Khansir, A. A. (2012). Error Analysis and Second Language Acquisition. Theory and Practice in Language Studies, 2(5), 1027-1032.
Krieger, F., Azevedo, R., Graesser, A. C. & Greiff, S. (2022). Introduction to the Special Issue: The Role of Metacognition in Complex Skills - Spotlights on Problem Solving, Collaboration, and Self-Regulated Learning. Metacognition Learning, 17, 683–690. doi.org/10.1007/s11409-022-09327-6
Križanić, S. (2020). Educational data mining using cluster analysis and decision tree technique: A case study. International Journal of Engineering Business Management. doi.org/10.1177/1847979020908675
Launer, M. K. (1987). The semantic structure of verbs of motion in Russian. Russian Language Journal / Русский Язык, 41(140), 77–105. http://www.jstor.org/stable/43676558
Maltseva, M. y Kapitonova, T. (2019). Тесты, тесты, тесты. Элементарный уровень. Базовый уровень. I сертификационный уровень. Златоуст.
Misiejuk, K., Wasson, B., y Egelandsdal, K. (2021). Using learning analytics to understand student perceptions of peer feedback. Comput. Hum. Behav. 117, 106658. doi.org/10.1016/j.chb.2020.106658
Mohamad, S. K., y Tasir, Z. (2013). Educational data mining: A review. Procedia - Social and Behavioral Sciences, 97, 320-324.
Montrul, S. A. (2014). Interlanguage, Transfer and Fossilization. Beyond Second Language Acquisition. En Z. Han y E. Tarone (Ed.), Interlanguage: Forty Years Later (pp. 75-104). John Benjamins.
Muñoz-Basols, J. y Bailini, S. (2018). Análisis y corrección de errores. En J. Muñoz-Basols, E. Gironzetti y M. Lacorte (Ed.), Spanish Language Teaching. Metodologías, contextos y recursos para la enseñanza del español L2 (pp. 94-108). Routledge.
Muñoz-Basols, J. (2005). ‘Aprendiendo de los errores con la abuela Dolores’: el error como herramienta didáctica en el aula de ELE. En Actas del Primer Congreso Internacional de FIAPE. RedELE. 20–23 marzo 2005.
Nesset, T. (2000). Iconicity and prototypes: A new perspective on Russian verbs of motion. Scando-Slavica, 46, 105 - 119. doi.org/10.1080/00806760008601154
Noels, K. (2001). Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of their Teachers’ Communication Style. Language Learning, 51(1), 107–144.
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Front. Psychol. 8:422. doi.org/10.3389/fpsyg.2017.00422
Pujolà, J.-T. y Herrera F. J. (2018). Gamificación. En J. Muñoz-Basols, E. Gironzetti y M. Lacorte (Ed.), Spanish Language Teaching. Metodologías, contextos y recursos para la enseñanza del español L2 (pp. 583-595). Routledge.
Romero, C. y Ventura, S. (2007). Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications, 33, 135-146. doi.org/10.1016/j.eswa.2006.04.005
Romero, C. y Ventura, S. (2020). Educational data mining and learning analytics: An updated survey. WIREs Data Mining Knowl Discov. 10:e1355. doi.org/10.1002/widm.1355
Romero, C., Ventura, S., Pechenizkiy, M., y Baker, R.S.J.D. (Eds.). (2010). Handbook of Educational Data Mining (1st ed.). CRC Press. doi.org/10.1201/b10274
Sanz, C. (2016). Adquisición del Español Como Segunda Lengua: Investigación. En J. Gutiérrez-Rexach (Ed.), Enciclopedia de Lingüística Hispánica (pp. 242-252). Routledge.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Vázquez, G. (1992). Análisis de errores y aprendizaje de español/lengua extranjera. Peter Lang.
Vázquez, G. (1999). ¿Errores? ¡Sin falta! Edelsa.
Yan, Z. & Carless, D. (2022). Self-assessment is about more than self: the enabling role of feedback literacy, Assessment & Evaluation in Higher Education, 47:7, 1116-1128, doi.org/10.1080/02602938.2021.2001431
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Published
2024-03-08
How to Cite
González-Hidalgo, I. A., Barros García, B., & Arroyo-Machado, W. (2024). The treatment of error in learners of Russian as a foreign language: Visual analytics. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (X), 31–46. https://doi.org/10.30827/portalin.viX.27276
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x Special Issue. "Teaching and digitalization: difficulties..."
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