Learner Perception of an Online L2-Course Summative Exam
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초록
This study reported on a strategically designed online summative exam in an L2 course and investigated the participants’ perceptions of the test mode in terms of cognitive test anxiety, self-reported study habits, and performance attribution. Out of 327 undergraduate students from various majors who enrolled in the obligatory course, 294 students voluntarily responded to 26 items of the survey questionnaire on a 7-point Likert scale, and one open-ended item. One-way ANOVA, factor analysis, and regression analyses were done using SPSS 26.0. Overall, the mean scores were around 3.67/7.00. Neither the pre-test scores nor majors influenced the four reduced factors (i.e., MODE-ANXIETY, COGNITIVE_ANXIETY, UNPREPAREDNESS, AND ATTRIBUTION). Factors that significantly influenced students’ exam performance were the pre-test score and UNPREPAREDNESS. The open comments revealed the participants’ overall acceptance of the online summative exam format. The significant correlation between the scores of pre-test and summative exam suggested the strategic exam design in this study was effective in terms of discouraging academic dishonesty. What online elements can be blended into classes while maintaining fairness and equitability should be a central topic in the future. Further study to examine both online and offline groups against a more elaborately designed online exam is recommended.
Abstract
This study reported on a strategically designed online summative exam in an L2 course and investigated the participants’ perceptions of the test mode in terms of cognitive test anxiety, self-reported study habits, and performance attribution. Out of 327 undergraduate students from various majors who enrolled in the obligatory course, 294 students voluntarily responded to 26 items of the survey questionnaire on a 7-point Likert scale, and one open-ended item. One-way ANOVA, factor analysis, and regression analyses were done using SPSS 26.0. Overall, the mean scores were around 3.67/7.00. Neither the pre-test scores nor majors influenced the four reduced factors (i.e., MODE-ANXIETY, COGNITIVE_ANXIETY, UNPREPAREDNESS, AND ATTRIBUTION). Factors that significantly influenced students’ exam performance were the pre-test score and UNPREPAREDNESS. The open comments revealed the participants’ overall acceptance of the online summative exam format. The significant correlation between the scores of pre-test and summative exam suggested the strategic exam design in this study was effective in terms of discouraging academic dishonesty. What online elements can be blended into classes while maintaining fairness and equitability should be a central topic in the future. Further study to examine both online and offline groups against a more elaborately designed online exam is recommended.
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