Innovation in Language Learning

This study examines the challenges faced by Romanian 8th grade students during the Romanian Language and Literature National Assessment (RLLNA). The current structure of the RLLNA exam poses significant difficulties, particularly in terms of text readability and the highly specialized, theoretical nature of the grammar tasks. The texts often feature complex sentence structures and abstract language, which hinder students' comprehension. Additionally, the grammar tasks emphasize theoretical knowledge rather than practical language skills. An analysis of student performance from 2021 to 2024 reveals that many students struggle with both text readability [1] and grammar tasks, contributing to declining exam scores over the years. The paper advocates for a comprehensive revision of the assessment to better reflect students’ reading habits and functional language abilities. It proposes integrating formative assessment and educational technology tools, such as LEMI [1], Microsoft Word’s grammar checker, Google Forms for quizzes, and platforms like Kahoot and Quizizz. These technologies can provide personalized feedback, real-time assessments, and continuous monitoring of student progress, thereby helping students improve their language skills more effectively. The study concludes with three key recommendations: (a) simplifying the linguistic complexity of both reading comprehension texts and tasks or adapting their readability according to gradual complexity levels, and (b) focusing on grammar tasks that reflect real-world language use; (c) integrate educational technology tools into formative assessment teaching strategies. These steps are crucial for creating a fairer and more efficient national assessment system. Additionally, aligning the RLLNA with international standards such as PISA, which emphasizes real-world literacy skills and practical language use, will ensure the exam is both relevant to students’ lives and internationally comparable.

Keywords:  8th grade Romanian Language National Assessment, text readability in Romanian national exams, LEMI, educational technology tools, Romanian National Assessment versus PISA

REFERENCES

[1] Chitez, M., Dascalu, M., Udrea, A. C., Strilețchi, C., Csürös, K., Rogobete, R., & Oravițan, A. (2024, May). “Towards Building the LEMI Readability Platform for Children’s Literature in the Romanian Language”. In Proceedings of the 2024 Joint International Conference on Educational Technology Tools, Language Resources and Evaluation (LREC-COLING 2024), pp. 16450-16456.

[2] Iancu, T., Hurmuzache, T. C., Brad, I., Sirbu, C. C., Iosim, I., & Pirvulescu, L., “Study on the Development of Education in Romania,” Procedia: Social & Behavioral Sciences, Elsevier, 2015, pp. 560–565. https://doi.org/10.1016/j.sbspro.2015.04.780

[3] Manoli, P., & Papadopoulou, M., “Reading Strategies Versus Reading Skills: Two Faces of the Same Coin,” Procedia: Social & Behavioral Sciences, Elsevier, 2012, pp. 817–821. https://doi.org/10.1016/j.sbspro.2012.05.205

[4] Mirica, A., Neamtu, A., & Stoica, I., “Pupils Left Behind? An Analysis on the Data from National Evaluation Exams in Romania 2023,” Ovidius University Annals Economic Sciences Series, Ovidius University Press, vol. 23, no. 2, 2024, pp. 300–306. https://doi.org/10.61801/ouaess.2023.2.37

[5] Chitez, M., & Rogobete, R. (2024, in press). “When Old is Better than New: Contextualizing Corpus-Based Readability in Romanian Language Textbooks for Targeted Digital Intervention”. In Proceedings of EUROCALL 2024 - CALL for Humanity, 26-29 August 2024, Trnava, Slovakia. Short Papers. Polytechnic University of Valencia, Spain.

[6] McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K., “Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning,” Journal of Research on Technology in Education, vol. 48, no. 3, 2016, pp. 194-211.

[7] Lightbown, P. M., & Spada, N., How Languages are Learned (4th ed.), Oxford: Oxford University Press, 2013.

[8] Ministry of Education, “Rezultate inițiale la Evaluarea Națională 2024,” Press Dossier, Bucharest: Ministry of Education, 2024, p. 16. https://www.edu.ro/sites/default/files/03_07_2024_Dosar_presa_EN_VIII_2024_rezultate_initiale.pdf

[9] Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.

[10] Ackerman, P. L., & Kanfer, R. (2009). Test length and cognitive fatigue: an empirical examination of effects on performance and test-taker reactions. Journal of Experimental Psychology: Applied, 15(2), 163.

[11] Chitez, M., & Rogobete, R. (2024). Universalitatea testelor PISA și paradoxul materialelor didactice: un studiu lingvistic al testelor PISA pentru lectură folosite în România [EN: The universality of PISA tests and the paradox of educational materials: a linguistic study of PISA reading tests used in Romania]. Paper presented at the Conference CERED - Conferința Națională de Cercetare în Educație [EN: National Conference for Research in Education], 3-5 October 2024, Oradea, Romania