Test-takers’ adaptability to computerized language testing in China: taking Test for English Majors as an example

As information and communication technologies develop in China, language tests are shifting from conventional paper-and-pencil testing to computerized testing. The aim of this study is to investigate Chinese test-takers’ adaptability to computerized language exams, including their performance across testing modes and their perception of the transition to computerized language tests. The study was conducted at three universities in China and its participants were 206 English language majors. This research was designed as a mixed methods study. In this respect, participants’ performance in the exam was regarded as quantitative data and their perception of the exam as qualitative data. Quantitative data were gathered through two rounds of language tests and an after-test questionnaire, while qualitative data were collected through interviews. It was found that there was no statistically significant difference in test-takers’ scores between paper-and-pencil language testing and computerized language testing. It was revealed that candidates in China were generally able to adapt to computer-based language tests. The scores retrieved from the language test and questionnaire showed that Chinese candidates were most adapted to computerized listening tests, followed by reading and writing tests. Based on the research findings, the challenges posed by the change of testing modes to Chinese test-takers are summarized, and suggestions for teachers, language learners and language test administrators in China are provided. While this work explores students’ adaptability to computerized language testing specifically in China, the presented findings can provide insights for countries with a similar context.