This chapter reports on a survey of 304 Japanese university students who completed a range of formative computer-assisted tests while studying in an English as a foreign language (EFL) class. We consider students’ attitudes toward the use of computer-assisted language testing (CALT) for formative assessment tasks and, more importantly, whether automated feedback influenced their behavior and learning. In short, we discovered that students overwhelmingly (77.7%) prefer CALT (opposed to paper-based testing or homework), and if available, students generally retake the tests for revision purposes. The authors hope that this chapter can promote a more effective implementation of CALT for formative assessment, as well as provide practical insights into how language learners are interpreting and acting upon automated feedback.

Cite this chapter as:
Milliner B., Barr B. (2020) Computer-Assisted Language Testing and Learner Behavior. In: Freiermuth M., Zarrinabadi N. (eds) Technology and the Psychology of Second Language Learners and Users. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham