A Comparative Study in Motivation and Learning through Print-Oriented and Computer-Oriented Tests

Abstract

Abstract Based on the belief that computer potential has made computers one of the most useful means of achieving effective learning results, we consider that the introduction of new technologies has had an effect on learning theories. The first part of the article briefly reviews how new technologies have contributed to redefining new roles for learners and teachers, changing from passive receptor to active agent in the learning process in the case of students, and from the only source of information to learning facilitator in the case of teachers. The second part of the article presents a comparative study between a print-oriented and a computer-assisted multiple choice for learning English as a second language in relation to the incidences of both tests in the students' learning process. We try to show how students benefit differently from each type of test according to how much they access both types of the references provided. As previous research shows and according to the positive change which new technologies have brought to language skills acquisition (Klassen & Milton, 1999), our study proves that computers enhance motivation and effective learning. It also shows that learners demonstrate improvements in the grammar domain, vocabulary acquisition and pronunciation when accessing computer-assisted resources.