ABSTRACT

This study investigated whether young Korean students learning English as a foreign language (EFL) engage in similar processes when responding to reading comprehension questions delivered in two different test-presentation modes: paper and computer. It examined the relationship between the two modes and test-takers’ reading comprehension strategies, as well as the degree to which the test-takers’ reading proficiency moderates this relationship. Eighty-four Korean middle school EFL learners took both paper-based and computer-based reading comprehension tests and filled out a questionnaire of reading and test-taking strategies as well as a background questionnaire and a posttest survey. Results revealed that there was no statistically significant difference between the participants’ scores on the reading tests delivered on paper and computer, and there were very few statistically significant differences in strategy use between the two modes. On the other hand, there were clear differences in the strategies used by learners with different levels of English reading proficiency. Despite the similarities in test performance and strategy use between the two modes, the majority of participants preferred taking the test on paper and reported difficulties with the computer mode – a finding that might be due to the participants’ lack of familiarity with reading English on a computer screen.

摘要

这项研究调查了以英语和英语两种不同的测试表达方式回答阅读理解问题时，韩国学习英语作为外语（EFL）的年轻韩国学生是否参与了类似的过程。它检查了两种模式之间的关系以及应试者的阅读理解策略，以及应试者的阅读能力对这种关系的调节程度。八十四名韩国初中英语学习者参加了纸质和计算机阅读理解测试，并填写了阅读和测验策略问卷以及背景问卷和测验后调查。结果显示，在纸上和计算机上进行的阅读测试中，参与者的分数之间没有统计学上的显着差异，两种模式之间在策略使用上几乎没有统计学上的显着差异。另一方面，英语水平不同的学习者所使用的策略也存在明显差异。尽管这两种模式在测试性能和策略使用方面相似，但大多数参与者还是更喜欢纸上考试，并报告了计算机模式的困难-这一发现可能是由于参与者不熟悉在英语考试中阅读英语所致。显示屏。