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Ensuring Viable Solutions in Resource-Constrained Language Teaching Settings: ESL Learners Perceptions about Computer-Assisted Language Testing (CALT)

Author

Listed:
  • Hussain, Riaz
  • Zahid, Muhammad Sumair
  • Alam, Youshaib

Abstract

Purpose: Across the globe, organizations operating in testing services have made optimum use of this technology and seem to have won greater trust and confidence of the test-takers. The purpose of the current study was to explore the perceptions of ESL learners about Computer-Assisted Language Testing (CALT). It further aimed to investigate the challenges and problems learners encounter during the test.Design/Methodology/Approach: The current study had two phases: CALT test and a questionnaire-based survey. In the first phase, the researchers designed and conducted a CALT test to give learners some exposure of CALT. With a quantitative approach, the researchers in the current study designed, piloted and administered a close-ended questionnaire to collect data about learners’ perceptions about CALT.Findings: The results revealed that the learners had positive perceptions about CALT. Some learners encountered challenges while practicing in CALT. Around 80% of the learners thought CALT was adequate in assessing the English language proficiency of the learners and that it was compatible with the existing circumstances.Implications/Originality/Value: In Pakistan, insufficient number of studies seemed to have been done by the researcher. The current study fills the existing gap.

Suggested Citation

  • Hussain, Riaz & Zahid, Muhammad Sumair & Alam, Youshaib, 2021. "Ensuring Viable Solutions in Resource-Constrained Language Teaching Settings: ESL Learners Perceptions about Computer-Assisted Language Testing (CALT)," Sustainable Business and Society in Emerging Economies, CSRC Publishing, Center for Sustainability Research and Consultancy Pakistan, vol. 3(4), pages 509-519, December.
    • Handle: RePEc:src:sbseec:v:3:y:2021:i:4:p:509-519
    DOI: http://doi.org/10.26710/sbsee.v3i4.2052
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