EFL reading test on mobile versus on paper: a study from metacognitive strategy use to test-media impacts
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EFL reading test on mobile versus on paper: a study from metacognitive strategy use to test-media impacts Xiao-Ling Zou 1
& Ling
Ou 1
Received: 30 January 2020 / Accepted: 1 May 2020/ # Springer Nature B.V. 2020
Abstract This paper started with the examination of the effect of mobile-based reading test on EFL test-takers of different attitudes from their perception of metacognitive strategy use and the knock-on impact on test results. Then other possible factors of such impact are explored and corresponding solutions are presented. Quantitative analysis of questionnaire and reading test data indicated that test-takers with low acceptance of mobile-based reading test might be adversely affected in their metacognitive strategy use of planning, monitoring, and evaluating, as well as their test results. Qualitative analysis of the relevant literature and the interview data, combined with the quantitative results, revealed that, besides the inferiority of metacognitive regulation on screen, the negative effects might also involve other complicated and intertwined factors, such as reading proficiency, psychology, attitudes, adaptability, habits, and personality, as well as text and question presentation form, which could, in turn, lead to poor performance in this new test form. Therefore, metacognitive training, psychological preparation, guided practice, elaborated feedback, constructive advice, personalized dynamic assessment, optimization of the text and question presentation form, and overcoming of screen inferiority are necessary for better assessment ecology so that test-takers could gain more benefit and convenience brought by this new assessment medium. Keywords Metacognitive strategy use . Mobile-based reading test . Paper-based reading
test . Test-media impact . Test scores
* Xiao-Ling Zou [email protected] Ling Ou [email protected]
1
School of Foreign Languages and Cultures, Chongqing University, Chongqing 401331, China
Educational Assessment, Evaluation and Accountability
1 Introduction In view of the obvious convenience and the great potential of mobile devices for English teaching and learning, the authors introduced Moso Teach, China’s first free interactive teaching app (Moso Teach 2019), into their EFL course. Since Moso Teach’s formative test tool can analyze automatically test results of every student, every question, and the overall test situation of the class, it is especially favored and frequently used by the authors to measure the EFL students’ English learning progress. However, occasionally some students were heard to complain that they were still maladjusted to the mobile-based reading test (MBRT) though they adapted themselves quickly to mobile-based listening, writing, and oral tests. Comparatively, they preferred the paper-based reading test (PBRT) to MBRT because the latter always gave them the feeling of failing to see the wood for the trees. Consequently, the test results might not necessarily represent their real English reading proficiency. For the sake of minimizing the
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