The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety
Abstract This study aimed to examine the impacts of computerized dynamic assessment (C-DA) and rater-mediated assessment on the test anxiety, writing performance, and oral proficiency of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 64 intermediate participants w...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-03-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-023-00227-3 |
| _version_ | 1797863912313454592 |
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| author | Nasiba Sherkuziyeva Farida Imamutdinovna Gabidullina Khaled Ahmed Abdel-Al Ibrahim Sania Bayat |
| author_facet | Nasiba Sherkuziyeva Farida Imamutdinovna Gabidullina Khaled Ahmed Abdel-Al Ibrahim Sania Bayat |
| author_sort | Nasiba Sherkuziyeva |
| collection | DOAJ |
| description | Abstract This study aimed to examine the impacts of computerized dynamic assessment (C-DA) and rater-mediated assessment on the test anxiety, writing performance, and oral proficiency of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 64 intermediate participants was chosen from 93 students. Running a convenience sampling technique, target test-takers were randomly divided into the experimental groups (C-DA) and control (rater mediated assessment). Following that, both groups had pretests for oral and written skills. The Science Anxiety Scale (SAS) was also used to gauge their level of anxiety prior to treatment. The experimental group’s participants then received C-DA. Rater-mediated assessment, on the other hand, was given to the control group. Both groups took the post-test for writing performance, oral proficiency, and test anxiety at the conclusion of the treatment. According to the one-way ANCOVA analysis, the post-test results for the two groups were different. Based on the results, the experimental group outdid the control group on the oral proficiency, writing performance, and test anxiety post-tests. Iranian EFL learners were able to improve both their written and oral skills while experiencing less test anxiety thanks to C-DA. Finally, the conclusions, the implications, the limitations, and the suggestions for further studies were provided. |
| first_indexed | 2024-04-09T22:43:10Z |
| format | Article |
| id | doaj.art-ef66dc83f4f44767998e614ecd08d9a6 |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-09T22:43:10Z |
| publishDate | 2023-03-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-ef66dc83f4f44767998e614ecd08d9a62023-03-22T12:02:39ZengSpringerOpenLanguage Testing in Asia2229-04432023-03-0113112410.1186/s40468-023-00227-3The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxietyNasiba Sherkuziyeva0Farida Imamutdinovna Gabidullina1Khaled Ahmed Abdel-Al Ibrahim2Sania Bayat3The Department of Corporate Finance and Securities, Tashkent Institute of FinanceDepartment of Tatar Philology, Candidate of Philological Sciences, Kazan Federal University, Elabuga Institute of KFUEducational Psychology, College of Education, Prince Sattam bin Abdulaziz UniversityDepartment of English Literature, Faculty of Foreign Languages, Rasht Branch, Islamic Azad UniversityAbstract This study aimed to examine the impacts of computerized dynamic assessment (C-DA) and rater-mediated assessment on the test anxiety, writing performance, and oral proficiency of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 64 intermediate participants was chosen from 93 students. Running a convenience sampling technique, target test-takers were randomly divided into the experimental groups (C-DA) and control (rater mediated assessment). Following that, both groups had pretests for oral and written skills. The Science Anxiety Scale (SAS) was also used to gauge their level of anxiety prior to treatment. The experimental group’s participants then received C-DA. Rater-mediated assessment, on the other hand, was given to the control group. Both groups took the post-test for writing performance, oral proficiency, and test anxiety at the conclusion of the treatment. According to the one-way ANCOVA analysis, the post-test results for the two groups were different. Based on the results, the experimental group outdid the control group on the oral proficiency, writing performance, and test anxiety post-tests. Iranian EFL learners were able to improve both their written and oral skills while experiencing less test anxiety thanks to C-DA. Finally, the conclusions, the implications, the limitations, and the suggestions for further studies were provided.https://doi.org/10.1186/s40468-023-00227-3Computerized dynamic assessmentEFL learnersOral proficiencyRater mediated assessmentTest anxietyWriting performance |
| spellingShingle | Nasiba Sherkuziyeva Farida Imamutdinovna Gabidullina Khaled Ahmed Abdel-Al Ibrahim Sania Bayat The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety Language Testing in Asia Computerized dynamic assessment EFL learners Oral proficiency Rater mediated assessment Test anxiety Writing performance |
| title | The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety |
| title_full | The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety |
| title_fullStr | The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety |
| title_full_unstemmed | The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety |
| title_short | The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety |
| title_sort | comparative effect of computerized dynamic assessment and rater mediated assessment on efl learners oral proficiency writing performance and test anxiety |
| topic | Computerized dynamic assessment EFL learners Oral proficiency Rater mediated assessment Test anxiety Writing performance |
| url | https://doi.org/10.1186/s40468-023-00227-3 |
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