A Comparative Study on Computerized vs. Face-to-Face Dynamic Assessment on Turkish EFL Learners’ Autonomy, Self-regulation and Cognitive Engagement

Abstract

The current study was an endeavor to compare the effect of computerized and face-to-face dynamic assessment on Turkish EFL learners’ autonomy, self-regulation, and cognitive engagement. To this end, 81 Turkish male and female EFL learners were selected randomly in a university in Turkey. Then, OPT was administered and as the sample, 60 learners were selected and divided into two equal groups as as C-DA group, and Face-to-Face DA group. The data collection procedure began with conducting the pretests (i.e. LAQ, cognitive engagement questionnaire, and autonomy questionnaire).The learners had 30 minutes for completing the pretests. Next, the treatment for each group of the participants started. After finishing the course, LAQ, cognitive engagement questionnaire, and autonomy questionnaire, as posttests were administered for the two groups. To analyze the data, one-way ANCOVA was conducted. The results showed that compared to face-to-face DA, computerized DA had a significantly positive effect on Turkish EFL learners’ autonomy and cognitive engagement. However, the fining revealed that no significant difference was found in terms of the learners’ self-regulation. Eventually, some theoretical and pedagogical implication are provided.