Technology Assisted English Language Testing at Tertiary Level in Bangladesh: Problems and Prospects

In the twenty-first century, technology has emerged as a pivotal and transformative phenomenon that has a momentous effect on different domains, including teaching and testing. The increasing use of computers in recent years has brought immense change in testing procedures (Khoshsima and Toroujeni, 2017). With effective tools, computers have increased testing efficiency (Shraim, 2019) with many benefits such as analyzing responses, providing immediate feedback, fair assessment, automated scoring, and so on. (Kilickaya, 2013). At present, Computer-adapted tests (CAT), Web-based tests (WBT), and Mobile-assisted language tests (MALT) are so inclusive that these are used not only for test delivery but also for evaluating responses (Sulaiman and Khan, 2019). Testing is a sensitive issue, its outcomes affect the learners’ lives positively or negatively. The effect of testing not only affects the life of the learners but the whole social milieu. Well-constructed English language tests help students to have a positive attitude towards instruction and be masters of the language (Madsen, 1983). Therefore, an effective way of testing is badly needed. Unfortunately, Bangladesh is not on par with developed countries in technology use in English language testing. English language testing faces many challenges in Bangladesh. So this PhD research aimed at exploring the problems and prospects for implementing technology-assisted English language testing (TALT) approaches and techniques for advancing English language testing practices at the tertiary level in Bangladesh and making a momentous change in the education sector.  

To analyze the problems and prospects of technology-assisted English language tests (TALT), this research evaluated the existing instruments, practices, and techniques of technology assisted English language tests at the tertiary level in Bangladesh. Moreover, a required literature review was prepared, and a relevant theoretical framework was planned. This research followed a mixed-method research approach and collected data from primary and secondary sources. The data collection tools included a questionnaire survey of 537 teachers and students from public universities, private universities, and government colleges that offer BA honours in English, an interview of ten tertiary-level teachers, and an interview of three key informants. To gain a comprehensive understanding of the issue, the researcher also observed the language labs of different universities with a focus on testing rooms, equipment and technology, test materials, feedback and scoring, experts, and their level of expertise.

As to the analysis of the data, MS Excel and SPSS 25 were used. Moreover, inferential statistics including One-way ANOVA and Two-way ANOVA were used to examine the relationships and differences among variables. A pilot survey was conducted before the main survey to validate that the data accurately represented the real conditions and viewpoints related to the study. To ensure the validity and reliability of the qualitative data, interview questions were piloted and modified. The responses were arranged and analyzed through coding, triangulation, and cross-checking. 

The major challenges that were found responsible for the ineffective English language tests were imbalance in skills assessment, inconsistent test design, inappropriate curriculum design, large class size, lack of authentic materials, minimal integration of technology, and so on. The results of the study have been presented using tables, figures, diagrams, charts, and graphs. The findings of the study revealed that technology assisted English language testing (TALT) can revolutionize the testing pedagogy by providing many facilities like immediate feedback, automated scoring, fair assessment, adaptive tests, remote tests, inclusive assessment, etc. However, several challenges, including insufficient infrastructure, inadequate funds, faulty education policy, deficient internet connectivity, traditional testing systems, limited technology literacy, etc., were found as impediments to implementing technology assisted English language testing and getting maximum advantages of technology. Again, there was a lack of educational resources (Rahman and Pandian, 2018a), insufficient training and workshops for professional development for teachers, limited knowledge of language assessment literacy of teachers and students, anxiety about using technology tools, and disparities in teacher skills across different regions (Hamid and Erling, 2016), etc. 

The findings of the study will pave the way for an effective and responsive English language testing system at the tertiary level in Bangladesh by guiding the policymakers and concerned stakeholders to design and utilize appropriate pedagogies in the English language testing field, better aligning them with the challenges of 4IR.

• Supervision