Qualitative research on the effects of technology on language evaluation: how students have adapted and what they have battled

Abstract

The objectives of this qualitative study are to examine the obstacles and modifications that students encounter during language exams that are facilitated by technology. The adaptation process necessitates additional investigation, although these evaluations had many advantages, which include customized learning, prompt feedback, and flexibility (Wang, 2021), the adaptation process necessitates additional investigation. The study examined the psychological, cognitive, and technological obstacles that contribute to students' experiences, including access disparities, technological proficiency challenges, and elevated test anxiety (Chakraborty & Stone, 2020). Utilizing Vygotsky’s sociocultural theory (Vygotsky, 1978), Zimmerman’s self-regulated learning framework (Zimmerman, 2002), and cognitive load theory (Sweller, 1988), the study conducted semi-structured interviews to reveal students’ viewpoints. Thematic analysis was employed to discern reoccurring themes and insights from the data. The findings sought to address research deficiencies by offering a succinct comprehension of students' challenges and adaptive mechanisms. The study offered practical recommendations for educators and institutions to enhance the design and implementation of technology-driven language assessments, promoting equitable, accessible, and successful evaluation methods for various learners.