Rethinking digitally mediated reading assessment practices: An investigation into the Vietnamese undergraduates’ attitudes

This study investigates the Vietnamese undergraduates’ attitudes towards digitally mediated reading assessments and understands the underlying reasons. A mixed- method study was utilized to fulfill these objectives. All participants are undergraduates in Vietnam who have undergone English as a foreign language (EFL) courses and experienced digitally mediated reading tests. First, a 5-point Likert scale questionnaire was delivered to students through their emails. In the second stage, the researchers randomly selected volunteer participants to join the interview. Vietnamese students hold positive attitudes toward digitally mediated reading assessments. The three aspects of attitudes, namely cognitive, affective, and behavioral positively influence each other. When discussing the embedded reasons for their responses, thematic coding reveals notable themes, such as technical issues, cheating issues, support availability, grading and feedback, testing platform interface, and further engagement. Undergraduates’ attitudes reflect enthusiasm and concerns about the shift to digitally mediated reading practices in Vietnam. The findings highlight areas for teachers and policymakers to further enhance digitally mediated assessment practices.