The impact of computer interface design on Saudi students’ performance on a L2 reading test

5.00
Hdl Handle:
http://hdl.handle.net/10547/581883
Title:
The impact of computer interface design on Saudi students’ performance on a L2 reading test
Authors:
Korevaar, Serge
Abstract:
This study investigates the effect of testing mode on lower-level Saudi Arabian test-takers’ performance and cognitive processes when taking an L2 reading test on computer compared to its paper-based counterpart from an interface design perspective. An interface was developed and implemented into the computer-based version of the L2 reading test in this study, which was administered to 102 Saudi Arabian University students for quantitative analyses and to an additional eighteen for qualitative analyses. All participants were assessed on the same L2 reading test in two modes on two separate occasions in a within-subject design. Statistical tests such as correlations, group comparisons, and item analyses were employed to investigate test-mode effect on test-takers’ performance whereas test-takers’ concurrent verbalizations were recorded when taking the reading test to investigate their cognitive processes. Strategies found in both modes were compared through their frequency of occurrence. In addition, a qualitative illustration of test-takers cognitive behavior was given to describe the processes when taking a lower-level L2 reading test. A mixed-method approach was adhered to when collecting data consisting of questionnaires think-aloud protocols, and post-experimental interviews as main data collection instruments. Results on test-takers’ performance showed that there was no significant difference between the two modes of testing on overall reading performance, however, item level analyses discovered significant differences on two of the test’s items. Further qualitative investigation into possible interface design related causes for these differences showed no identifiable relationship between test-takers’ performance and the computer-based testing mode. Results of the cognitive processes analyses showed significant differences in three out of the total number of cognitive processes employed by test-takers indicating that test-takers had more difficulties in processing text in the paper-based test than in the computer-based test. Both product and process analyses carried out further provided convincing supporting evidence for the cognitive validity, content validity, and context validity contributing to the construct validity of the computer-based test used in this study.
Citation:
Korevaar, S. (2015) 'The Impact of Computer Interface Design on Saudi Students’ Performance on a L2 Reading Test'. PhD thesis. University of Bedfordshire
Publisher:
University of Bedfordshire
Issue Date:
Jan-2015
URI:
http://hdl.handle.net/10547/581883
Type:
Thesis or dissertation
Language:
en
Description:
A thesis submitted to the University of Bedfordshire in partial fulfillment of the requirements for the degree of Doctor of Philosophy
Appears in Collections:
PhD e-theses

Full metadata record

DC FieldValue Language
dc.contributor.authorKorevaar, Sergeen
dc.date.accessioned2015-11-06T12:48:05Zen
dc.date.available2015-11-06T12:48:05Zen
dc.date.issued2015-01en
dc.identifier.citationKorevaar, S. (2015) 'The Impact of Computer Interface Design on Saudi Students’ Performance on a L2 Reading Test'. PhD thesis. University of Bedfordshireen
dc.identifier.urihttp://hdl.handle.net/10547/581883en
dc.descriptionA thesis submitted to the University of Bedfordshire in partial fulfillment of the requirements for the degree of Doctor of Philosophyen
dc.description.abstractThis study investigates the effect of testing mode on lower-level Saudi Arabian test-takers’ performance and cognitive processes when taking an L2 reading test on computer compared to its paper-based counterpart from an interface design perspective. An interface was developed and implemented into the computer-based version of the L2 reading test in this study, which was administered to 102 Saudi Arabian University students for quantitative analyses and to an additional eighteen for qualitative analyses. All participants were assessed on the same L2 reading test in two modes on two separate occasions in a within-subject design. Statistical tests such as correlations, group comparisons, and item analyses were employed to investigate test-mode effect on test-takers’ performance whereas test-takers’ concurrent verbalizations were recorded when taking the reading test to investigate their cognitive processes. Strategies found in both modes were compared through their frequency of occurrence. In addition, a qualitative illustration of test-takers cognitive behavior was given to describe the processes when taking a lower-level L2 reading test. A mixed-method approach was adhered to when collecting data consisting of questionnaires think-aloud protocols, and post-experimental interviews as main data collection instruments. Results on test-takers’ performance showed that there was no significant difference between the two modes of testing on overall reading performance, however, item level analyses discovered significant differences on two of the test’s items. Further qualitative investigation into possible interface design related causes for these differences showed no identifiable relationship between test-takers’ performance and the computer-based testing mode. Results of the cognitive processes analyses showed significant differences in three out of the total number of cognitive processes employed by test-takers indicating that test-takers had more difficulties in processing text in the paper-based test than in the computer-based test. Both product and process analyses carried out further provided convincing supporting evidence for the cognitive validity, content validity, and context validity contributing to the construct validity of the computer-based test used in this study.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.subjectcomputer interfaceen
dc.subjectdesignen
dc.subjectSaudi Arabiaen
dc.subjectL2 reading testen
dc.subjectQ330 English as a second languageen
dc.subjectcomputer assisted language learningen
dc.subjectlanguage testingen
dc.subjectlanguage test takingen
dc.titleThe impact of computer interface design on Saudi students’ performance on a L2 reading testen
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen_GB
dc.type.qualificationlevelPhDen
dc.publisher.institutionUniversity of Bedfordshireen
This item is licensed under a Creative Commons License
Creative Commons
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.