The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance

Yangyang Yu

doi:doi:10.11648/j.ijll.20221001.12

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The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance

Yangyang Yu

Published in International Journal of Language and Linguistics (Volume 10, Issue 1)

Received: 14 December 2021 Accepted: 25 December 2021 Published: 12 January 2022

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Abstract

Computer-based assessment has been increasingly adopted in second language testing with the development of computer technology. Previous studies have been devoted to comparing computer-based assessment with paper-based assessment in terms of test results, but little is known about how the test process may be changed by the new format. With a focus on the assessment of reading, this study aimed to investigate the influence of computer-based format on the use of strategies during the reading process together with the final reading performance. It adopted case study as the methodology, recruiting twenty Chinese EFL learners at the university level as the participants. Two reading tasks were taken from College English Test Band 6 (CET6), respectively held in a paper-based format and a computer-based format. Questionnaires on use of reading strategies were adapted from previous studies to measure students’ strategy use during reading. Selected participants were interviewed after the reading tasks and the questionnaire to supplement quantitative data. It was found that students tended to perform better in a computer-based setting than a paper-based one, and that reading strategies can influence the final performance and may be used differently in the two settings. The possible reasons and pedagogical implications were then discussed and explored.

Published in	International Journal of Language and Linguistics (Volume 10, Issue 1)
DOI	10.11648/j.ijll.20221001.12
Page(s)	5-15
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Computer-Based Assessment, Reading Strategies, Reading Performance

References

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Yangyang Yu. (2022). The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance. International Journal of Language and Linguistics, 10(1), 5-15. https://doi.org/10.11648/j.ijll.20221001.12

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Yangyang Yu. The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance. Int. J. Lang. Linguist. 2022, 10(1), 5-15. doi: 10.11648/j.ijll.20221001.12

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AMA Style

Yangyang Yu. The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance. Int J Lang Linguist. 2022;10(1):5-15. doi: 10.11648/j.ijll.20221001.12

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@article{10.11648/j.ijll.20221001.12,
  author = {Yangyang Yu},
  title = {The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance},
  journal = {International Journal of Language and Linguistics},
  volume = {10},
  number = {1},
  pages = {5-15},
  doi = {10.11648/j.ijll.20221001.12},
  url = {https://doi.org/10.11648/j.ijll.20221001.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221001.12},
  abstract = {Computer-based assessment has been increasingly adopted in second language testing with the development of computer technology. Previous studies have been devoted to comparing computer-based assessment with paper-based assessment in terms of test results, but little is known about how the test process may be changed by the new format. With a focus on the assessment of reading, this study aimed to investigate the influence of computer-based format on the use of strategies during the reading process together with the final reading performance. It adopted case study as the methodology, recruiting twenty Chinese EFL learners at the university level as the participants. Two reading tasks were taken from College English Test Band 6 (CET6), respectively held in a paper-based format and a computer-based format. Questionnaires on use of reading strategies were adapted from previous studies to measure students’ strategy use during reading. Selected participants were interviewed after the reading tasks and the questionnaire to supplement quantitative data. It was found that students tended to perform better in a computer-based setting than a paper-based one, and that reading strategies can influence the final performance and may be used differently in the two settings. The possible reasons and pedagogical implications were then discussed and explored.},
 year = {2022}
}

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TY  - JOUR
T1  - The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance
AU  - Yangyang Yu
Y1  - 2022/01/12
PY  - 2022
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DO  - 10.11648/j.ijll.20221001.12
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
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PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20221001.12
AB  - Computer-based assessment has been increasingly adopted in second language testing with the development of computer technology. Previous studies have been devoted to comparing computer-based assessment with paper-based assessment in terms of test results, but little is known about how the test process may be changed by the new format. With a focus on the assessment of reading, this study aimed to investigate the influence of computer-based format on the use of strategies during the reading process together with the final reading performance. It adopted case study as the methodology, recruiting twenty Chinese EFL learners at the university level as the participants. Two reading tasks were taken from College English Test Band 6 (CET6), respectively held in a paper-based format and a computer-based format. Questionnaires on use of reading strategies were adapted from previous studies to measure students’ strategy use during reading. Selected participants were interviewed after the reading tasks and the questionnaire to supplement quantitative data. It was found that students tended to perform better in a computer-based setting than a paper-based one, and that reading strategies can influence the final performance and may be used differently in the two settings. The possible reasons and pedagogical implications were then discussed and explored.
VL  - 10
IS  - 1
ER  -

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Author Information

Yangyang Yu

School of Foreign Languages, Shanghai Sanda University, Shanghai, China

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Yangyang Yu. (2022). The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance. International Journal of Language and Linguistics, 10(1), 5-15. https://doi.org/10.11648/j.ijll.20221001.12

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ACS Style

Yangyang Yu. The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance. Int. J. Lang. Linguist. 2022, 10(1), 5-15. doi: 10.11648/j.ijll.20221001.12

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AMA Style

Yangyang Yu. The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance. Int J Lang Linguist. 2022;10(1):5-15. doi: 10.11648/j.ijll.20221001.12

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@article{10.11648/j.ijll.20221001.12,
  author = {Yangyang Yu},
  title = {The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance},
  journal = {International Journal of Language and Linguistics},
  volume = {10},
  number = {1},
  pages = {5-15},
  doi = {10.11648/j.ijll.20221001.12},
  url = {https://doi.org/10.11648/j.ijll.20221001.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221001.12},
  abstract = {Computer-based assessment has been increasingly adopted in second language testing with the development of computer technology. Previous studies have been devoted to comparing computer-based assessment with paper-based assessment in terms of test results, but little is known about how the test process may be changed by the new format. With a focus on the assessment of reading, this study aimed to investigate the influence of computer-based format on the use of strategies during the reading process together with the final reading performance. It adopted case study as the methodology, recruiting twenty Chinese EFL learners at the university level as the participants. Two reading tasks were taken from College English Test Band 6 (CET6), respectively held in a paper-based format and a computer-based format. Questionnaires on use of reading strategies were adapted from previous studies to measure students’ strategy use during reading. Selected participants were interviewed after the reading tasks and the questionnaire to supplement quantitative data. It was found that students tended to perform better in a computer-based setting than a paper-based one, and that reading strategies can influence the final performance and may be used differently in the two settings. The possible reasons and pedagogical implications were then discussed and explored.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - The Influence of Computer-Based Reading Assessment on Chinese EFL Learners’ Use of Reading Strategies and Their Reading Performance
AU  - Yangyang Yu
Y1  - 2022/01/12
PY  - 2022
N1  - https://doi.org/10.11648/j.ijll.20221001.12
DO  - 10.11648/j.ijll.20221001.12
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 5
EP  - 15
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20221001.12
AB  - Computer-based assessment has been increasingly adopted in second language testing with the development of computer technology. Previous studies have been devoted to comparing computer-based assessment with paper-based assessment in terms of test results, but little is known about how the test process may be changed by the new format. With a focus on the assessment of reading, this study aimed to investigate the influence of computer-based format on the use of strategies during the reading process together with the final reading performance. It adopted case study as the methodology, recruiting twenty Chinese EFL learners at the university level as the participants. Two reading tasks were taken from College English Test Band 6 (CET6), respectively held in a paper-based format and a computer-based format. Questionnaires on use of reading strategies were adapted from previous studies to measure students’ strategy use during reading. Selected participants were interviewed after the reading tasks and the questionnaire to supplement quantitative data. It was found that students tended to perform better in a computer-based setting than a paper-based one, and that reading strategies can influence the final performance and may be used differently in the two settings. The possible reasons and pedagogical implications were then discussed and explored.
VL  - 10
IS  - 1
ER  -

Copy | Download