Speaker
Description
In recent years, computer-based testing has become increasingly common in language assessment at universities and colleges. Although previous research has compared computer-based and paper-based reading formats in terms of scores and validity, learners’ actual experiences with computer-based reading tests remain underexplored. This issue is particularly relevant for A1 non-English major students, who must cope with both linguistic demands and the requirements of navigating digital test interfaces. This research examines how elementary-level non-English major students perceive and experience computer-based reading tests at a university in Vietnam. Adopting a quantitative survey design, it investigated students’ attitudes, perceived difficulties, and their emotional and cognitive responses during test-taking. The findings show that while students generally regard computer-based reading tests as practical and necessary, many experience difficulties related to concentration, mental effort, and time pressure. Some also report feeling anxious during the test. These results suggest that similar test outcomes do not necessarily mean that students share similar testing experiences. The study underscores the importance of taking learners’ cognitive and emotional responses into account when implementing computer-based reading assessments in university EFL contexts.
