WEB-BASED LISTENING EXAM ACCEPTANCE: COMPARING FRESHMAN AND SOPHOMORE STUDENTS AT A VOCATIONAL COLLEGE

Year 2016, Volume: 5 , 121 - 124, 01.09.2016

Harun Cigdem , Mustafa Ozturk Abdullah Topcu

Abstract

Assessing learner performance in a foreign
language teaching setting has always been a challenge for instructors due to
pragmatic reasons and Web-based Exams (WBEs) have been lending a helpful hand with
assessment procedures by virtue of their advantages of security, cost,
accuracy, and time saving. Being increasingly popular in recent years, WBEs are
attributed to be effective methods of testing and evaluation, because they not
only reduce time and effort required for exam generation and scheduling, but
also enable more efficient recording, grading, and further analysis on the
results. For this reason, a growing number of secondary and higher education
institutions are adopting WBEs to evaluate their students’ achievement.
However, there is another significant issue as much as employing WBEs in
educational settings: learners’ acceptance of WBEs. Building on this point,
this study aims to investigate the factors influencing language learners’
acceptance of WBEs in terms of the following variables: Goal Expectancy, Social
Influence, Facilitating Conditions, Computer Self Efficacy, Content, Perceived
Usefulness, Perceived Ease of Use, Perceived Playfulness, and Behavioral
Intention. The study was conducted in 2014–2015 academic year with the freshman
and sophomore students of ‘English as a Foreign Language’ course at a
vocational college. The data were collected via an online questionnaire from
602 participants having used the web-based listening comprehension exam system
and analyzed through descriptive and inferential statistics
(independent-samples t-test). The overall results of the study indicated that
the participants were not inclined to use WBEs although sophomore students
favored WBEs slightly more than the freshman students did. The inferential
analysis put forward a significant difference between freshman and sophomore
students in terms of all factors except goal expectancy. In this sense, it is
assumed that having more experience with WBEs could create a positive
orientation in the students’ acceptance of WBEs.

Keywords

Web-based exams, vocational colleges, technology acceptance

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