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ERIC Number: EJ1145240
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1642-1027
Computer Familiarity and Test Performance on a Computer-Based Cloze ESL Reading Assessment
Odo, Dennis Murphy
Teaching English with Technology, v12 n3 p18-35 2012
Researchers have raised questions regarding the connection between learner familiarity with computers and performance on computerized tests virtually since interest arose in studying the applicability of computers for assessment purposes. However, despite this longstanding attention, at present, there has been a surprising lack of research that explores the connection between computer familiarity and performance on computerized tests that fall outside of the traditional multiple-choice discrete-point tests that have historically predominated in the field of testing and assessment. The current study aims to address this gap in previous research by examining the relationship between computer familiarity and computer-based test performance on a computer-based test of second language reading that is integrative rather than discrete-point. The study investigated the online reading ability of ESL students from one secondary school in a large city in western Canada (61 females and 59 males in the sample, ages 13-19, M = 15.73). The students responded to a questionnaire about their computer familiarity and then completed an online multiple-choice cloze test. Contrary to other most other findings based on discrete-point tests, the results revealed that the familiarity variables do account for a small but significant amount of the variability in the computer-based test scores.
IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A