Computer-Assisted Language Testing and Learner Behavior

Brett Milliner

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.

Blair Barr

Palgrave Macmillan, Cham

115

143

978-3-030-34211-1

978-3-030-34211-1

https://doi.org/10.1007/978-3-030-34212-8_5

https://doi.org/10.1007/978-3-030-34212-8_5

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