A Comparison of Affective Reactions of Japanese- and Spanish-Speaking ESL Students Toward Computer-Based Tests

The purpose of this study was to examine how Japanese and Spanish-speaking ESL students react toward ESL reading and grammar computer-based language tests including adaptive tests (CALTs). This study was also conducted to determine the relationship between computer test anxiety and other variables such as computer experience. ESL tests were given to the students at the English Language Center of Brigham Young University in Fall semester,1994 and Winter semester, 1995 either as a promotion exam or as a placement exam. About half of each group took computer-based tests while the other took comparable conventional paper-and-pencil ESL tests. Questionnaires were used to measure the students reactions toward each test. Collected data were analyzed with ANOVA (general linear model), t-tests, categorical modeling, and chi square tests. Responses to open-ended questions were also categorized and compared. The results of the analyses showed that Japanese students had more state test anxiety than Spanish-speaking students regardless of the test type, computer-based or paper-and-pencil, while there was no difference in trait test anxiety between the language groups. The results also showed that Japanese students had more negative attitudes toward computer-based tests and more trait anxiety toward computers. No significant difference in state test anxiety was found between the students who took the computer-based tests and those who took the paper-and-pencil tests.

Thesis Author: Aoyama, Kazumasa

Year Completed: 1995

Committee Members: Alan Melby, Monte Shelley

Thesis Chair: Mary Lee Scott