Young Korean EFL Learners’ Reading and Test-Taking Strategies in a Paper and a Computer-Based Reading Comprehension Tests

Abstract

ABSTRACT This study investigated whether young Korean students learning English as a foreign language (EFL) engage in similar processes when responding to reading comprehension questions delivered in two different test-presentation modes: paper and computer. It examined the relationship between the two modes and test-takers’ reading comprehension strategies, as well as the degree to which the test-takers’ reading proficiency moderates this relationship. Eighty-four Korean middle school EFL learners took both paper-based and computer-based reading comprehension tests and filled out a questionnaire of reading and test-taking strategies as well as a background questionnaire and a posttest survey. Results revealed that there was no statistically significant difference between the participants’ scores on the reading tests delivered on paper and computer, and there were very few statistically significant differences in strategy use between the two modes. On the other hand, there were clear differences in the strategies used by learners with different levels of English reading proficiency. Despite the similarities in test performance and strategy use between the two modes, the majority of participants preferred taking the test on paper and reported difficulties with the computer mode – a finding that might be due to the participants’ lack of familiarity with reading English on a computer screen.