Exploring EFL student teachers' perspectives on E-exams in EFL college settings : a descriptive study

Abstract EN

This study aimed to address three gaps in the research on oral interviews: First, the extent to which question randomization affects content scores, second, how the use of several question formats determines content scores, and third, the relationship between counts of grammatical mistakes and content scores across a variety of question formats.

The study used data collected from oral interviews with 78 adult EFL learners at the elementary level of an intensive English program in the Kingdom of Saudi Arabia.

The participants were interviewed, using random selections of questions in various formats, as part of the final exam of their oral skills.

Using ANOVA, linear regression, and Pearson correlation analyses, the researcher found that content scores did not differ significantly because of question randomization, certain question formats significantly predicted content scores, and significant positive correlations existed between counts of grammatical mistakes and content scores on certain question formats.

The study report ends with implications for the use of oral interviews in terms of randomizing questions, employing several question formats, and dealing with grammatical mistakes across various question formats.The current study is trying to explore EFL college learners views regarding the usefulness and practicality of e-exams.

A sample of student-teachers were asked to indicate their views concerning e-exam on a thirty-six item questionnaire.

A descriptive research method employing surveys was adopted for this research.

Convenient sampling sorted out fifty-three EFL college students in the College of Education to participate in the study voluntarily by filling in consent forms.

The study findings revealed that the participants were satisfied with e-exams since the overall mean score of their attitudes was(3.75).

All the questionnaire statements were rated high on all items except four items were rated as moderate.

Based on the study results, recommendations for pedagogy were drawn, suggesting that more emphasis should be given to the mass application of e-exams in EFL classrooms.

They should be applied to a wide range of academic courses.

Suggestions for further research were forwarded at the end, suggesting that a similar study should explore the views of faculty members regarding e-exams.