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The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT
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The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT

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Abstract:

The purpose of this study is to examine the score comparability of institutional English reading tests in two testing methods, i.e. paper-based and computer-based tests taken by Iranian EFL learners in four language institutes and their branches in Iran. In the present study, the researcher tried to examine whether there is any difference between computer-based test results (henceforth CBT) and paper-based test (PPT) results of a reading comprehension test as well as exploring the relationship between students' prior computer experience and their test performance in CBT. Two equivalent tests were administered to one group of EFL learners in two different occasions, one in paper-based format and the other in computer-based test. Utilizing t-test, the means of two modes have been compared and the results showed the priority of PPT over CBT with .01 degree of difference at p < 05. Using ANOVA, the findings revealed that computer experience had no significant influence on the students’ performance in computerized test.

Info:

Periodical:
International Letters of Social and Humanistic Sciences (Volume 11)
Pages:
66-75
DOI:
https://doi.org/10.18052/www.scipress.com/ILSHS.11.66
Citation:
M. Hosseini et al., "The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT", International Letters of Social and Humanistic Sciences, Vol. 11, pp. 66-75, 2013
Online since:
September 2013
Authors:
Monirosadat Hosseini, Mohamad Jafre Zainol Abidin, Hamid Kamarzarrin, Payam Ardashiri
Keywords:
Computer Familiarity, Computer-Based Test (CBT), Paper-and-Pencil Test (PBT), Test Performance
Export:
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Distribution:
Open Access

Creative Commons License
This work is licensed under a
Creative Commons Attribution 4.0 International License

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