Following the trend towards more formative assessment in the language classroom, computer-assisted language tests (CALT) offer teachers a time-saving means to grade and monitor the effectiveness of their teaching. For language learners, CALT can provide more immediate and dynamic feedback on their work. In this talk, the presenters will report on their investigation of how CALT feedback influences the behavior and learning mindset of foreign language learners. Approximately 300 Japanese university students who experienced taking CALT created in either Blackboard® or Google Forms were surveyed on their impressions of CALT versus a paper-based format and how they interacted with test feedback. This presentation will report on the survey results before discussing how CALT can be implemented in the language classroom, and how language learners can be trained to more effectively respond to computer-generated feedback.
