PREDICTORS OF VOCATIONAL COLLEGE STUDENTS’ BEHAVIORAL INTENTION TO USE WEB-BASED LISTENING TEST

Year 2016, Volume: 5 , 214 - 216, 01.09.2016

Tolga Erdogan Harun Cigdem Osman Gazi Yildirim

Abstract

Higher Education Institutions extensively use
web-based testing applications to support their teaching and learning
activities. Despite myriad benefits of these applications, students and
institutions do not take full advantage of web-based testing applications due
to a number of factors influencing behavioral intention. The purpose of this
study was to examine vocational college students’ behavioral intention of a
web-based listening test administered in a vocational collage. The participants
of the study comprised 929 post-secondary students enrolled in an “English
Foreign Language” course during 2015-2016 fall semester. Computer Based
Assessment Acceptance Model was adopted to determine predictors of
participants’ behavioral intention to use web-based listening test. The data
were collected via an online questionnaire and analyzed using Pearson
correlation coefficients and linear regression analyses. The results of the
study revealed that students’ behavioral intention to use web-based listening
test had significantly positive relationship with their computer self-efficacy,
facilitating conditions, social influence, goal expectancy, content of the
test, perceived ease of use, perceived usefulness and perceived playfulness.
Results also showed that social influence, goal expectancy, perceived
usefulness, perceived ease of use and perceived playfulness exerted a direct
influence on behavioral intention to use web-based listening test. Students’
perceived playfulness appeared to be the strongest predictor of their
behavioral intention to use within the web-based listening test. 

Keywords

Web-based listening test, technology acceptance, vocational college, EFL course, online testing

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