Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation

• Published in: Language Testing in Asia 2023-12, Vol.13 (1), p.39-29, Article 39
• Main Authors: Estrada-Araoz, Edwin Gustavo, Sayed, Biju Theruvil, Niyazova, Gulnorakhon Gulyamovna, Lami, Desta
• Format: Article
• Language: English
• Subjects: Assessment; Autonomy; Computer Assisted Testing; Computerized dynamic assessment; Computerized formative assessment; Control Groups; Critical discourse analysis; Data Analysis; Dynamic assessment; Education; English (Second Language); English as a second language learning; English Language Learners; Evaluation Methods; Experimental Groups; Foreign Countries; Formative Evaluation; Language assessment; Language Education; Learning oriented Assessment (LOA): A Window for Fairness in Classroom Assessment?; Learning outcomes; Motivation; Personal Autonomy; Reading; Reading Motivation; Reading self-concept; Second language reading; Self Concept; Self esteem; Self evaluation; Self Management; Self-regulation; Statistical Analysis; Student Improvement; Students; Testing and Evaluation
• ISSN: 2229-0443; 2229-0443
• DOI: 10.1186/s40468-023-00253-1

This research compared the impacts of computerized formative assessment (CFA) and computerized dynamic assessment (CDA) on students’ motivation, reading self-concept, autonomy, and self-regulation. Out of a total of 123 Bangladeshi pupils, 87 participants were carefully chosen as the study’s sample subject based on the Preliminary English Test (PET) results. Using the convenience sampling method, three equal groups—one control and two experimental ones (dynamic and formative) ( n  = 29)—were randomly selected. Pretests were then taken by each of the three groups to assess their reading motivation, reading self-concept, autonomy, and self-regulation. Then, various treatments were presented to the groups. The control group students underwent conventional assessment. C-DA was administered to students in the first experimental group participants, while CFA was run in the second experimental group. At the treatment finished, the groups completed reading motivation, reading self-concept, autonomy, and self-regulation posttests. The data were examined using the one-way ANOVA test as well as the post hoc Scheffe test. The one-way ANOVA analysis showed that the three groups’ posttest outcomes varied. The C-DA group outperformed the computerized formative group in reading motivation, reading self-concept, autonomy, and self-regulation, according to the data analysis. It was found that C-DA helped EFL students improve their motivation in reading, reading self-concept, autonomy, and self-regulation. Finally, recommendations for further studies were offered along with the conclusions, implications, and limitations.