The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety

Abstract

This study aimed to examine the impacts of computerized dynamic assessment (C-DA) and rater-mediated assessment on the test anxiety, writing performance, and oral proficiency of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 64 intermediate participants was chosen from 93 students. Running a convenience sampling technique, target test-takers were randomly divided into the experimental groups (C-DA) and control (rater mediated assessment). Following that, both groups had pretests for oral and written skills. The Science Anxiety Scale (SAS) was also used to gauge their level of anxiety prior to treatment. The experimental group’s participants then received C-DA. Rater-mediated assessment, on the other hand, was given to the control group. Both groups took the post-test for writing performance, oral proficiency, and test anxiety at the conclusion of the treatment. According to the one-way ANCOVA analysis, the post-test results for the two groups were different. Based on the results, the experimental group outdid the control group on the oral proficiency, writing performance, and test anxiety post-tests. Iranian EFL learners were able to improve both their written and oral skills while experiencing less test anxiety thanks to C-DA. Finally, the conclusions, the implications, the limitations, and the suggestions for further studies were provided.