Students’ perceptions of Computer-Based Language Test (CBLT) and validation of CBLT-listening questionnaire using exploratory factor analysis
DOI:
https://doi.org/10.24200/jonus.vol8iss2pp224-243Abstract
Background and Purpose: One of the difficulties that emerged during online learning was the teaching and learning of listening skills which prompted the development of an online platform, Computer-based Language Test (CBLT), to assist educators conduct listening practices and assessment with students without experiencing geographical limitations. As this is a novel platform, this paper intends to examine students’ perceptions of listening skills and online learning after utilising this platform using the developed CBLT-Listening Questionnaire.
Methodology: This cross-sectional quantitative study employed questionnaires to collect data from diploma students. Two-stage sampling was utilised whereby the first stage used stratified random sampling in selecting classes from twenty-three (23) branches of the university. Simple random sampling was practised in the second stage which yielded 410 responses. The data were subjected to descriptive and exploratory factor analyses (EFA) in SPSS.
Findings: Descriptive analysis revealed that the respondents find listening a difficult skill to acquire yet view CBLT an excellent initiative for online distance learning. EFA revealed that the items in the Listening construct were significant and to be retained. However, the EFA results reported that one item from the Online Distance Learning construct needs to be deleted from the questionnaire.
Contributions: The validated CBLT-S Listening Questionnaire serves as an instrument to investigate the impact of a novel online platform (CBLT) on students' perceptions on listening and online learning. The results from this study evidenced that online platforms that incorporate practices and assessment are viewed positively by students for pedagogy in language teaching.
Keywords: Computer-based language test, exploratory factor analysis, listening skill, online listening test, CBLT-listening questionnaire.
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Wagner, E. (2010). The effect of the use of video texts on ESL listening test-taker performance. Language Testing, 27(4), 493–513.
Watkins, M. W. (2018). Exploratory factor analysis: A guide to best practice. Journal of Black Psychology, 44(3), 219-246.
Wen, K. Y. K., & Kim Hua, T. (2020). ESK teachers' intention in adopting online educational technologies during COVID-19 pandemic. Journal of
Education and E-learning Research, 7(4), 387-394.
Xhelili, P., Ibrahimi, E., Rruci, E., & Sheme, K. (2021). Adaptation and perceptions of online learning during COVID-19 pandemic by Albanian university
students. International Journal on Studies in Education, 3(2), 103-111.
Zhu, Y., Zhang, J. H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: A
self-regulated learning perspective. Educational Technology Research and Development, 68(1), 1485-1519.
Zuki, R. E. A., Palpanadan, S. T., Jemzir, N. A. S., Azali, N. A., Roslan, N. N., Bakar, U. N. S. A., & Sahifuddin, S. A. M. (2022). Engineering students’
challenges at Malaysian technical university in learning English as a second language. Development in Language Studies, 2(2), 58-65.
Al-Kumaim, N. H., Mohammed, F., Gazem, N. A., Fazea, Y., Alhazmi, A. K., & Dakkak, O. (2021). Exploring the impact of transformation to fully online
learning during COVID-19 on Malaysian university students' academic life and performance. International Journal of Interactive Mobile Technologies,
15(5), 140–158.
Anuar, N., Muhammad, A. M., & Awang, Z. (2023). Development and validation of critical reading intention scale (CRIS) for university students using
exploratory and confirmatory factor analysis. Asian Journal of University Education, 19(1), 39-52.
Asyiqin, N., Jismulatif, D., & Dahnilsyah, D. (2022). Students' perceptionss on the use of google classroom on listening comprehension subject at
English study program of Universitas Riau. International Journal of Educational Best Practices, 6(2), 212-224.
Awang, Z. (2015). SEM made simple: A gentle approach to learning structural equation modeling. MPWS Rich Resources.
Bahkia, A. S., Awang, Z., Afthanorhan, A., Ghazali, P. L., & Foziah, H. (2019). Exploratory factor analysis on occupational stress in context of Malaysian
sewerage operations. AIP Conference Proceedings, 2138(1), 050006.
Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis.
Practical Assessment, Research and Evaluation, 10(7), 1-9.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. Midwest
research-to-Practice Conference in Adult, Continuing, and community education. https://hdl.handle.net/1805/344
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Pearson Education Limited.
Ho, S. H. (2018). The effects of listening comprehension on ESL learners' English language proficiency. Malaysian Journal of ELT Research, 15(2), 1-16.
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Izhar, N. A., Al-Dheleai, Y. M., & Ishak, N. A. (2021). Education continuation strategies during COVID-19 in Malaysia. International Journal of Academic
Research in Business and Social Sciences, 11(4), 1423-1436.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610.
Kwon, S. K., & Yu, G. (2023). Investigating differences in test-takers’ use of cognitive and metacognitive strategies in audio-only and video-based
listening comprehension test. System, 114(1), 103017.
Kyriazos, T. (2018). Applied psychometrics: Sample size and sample power considerations in factor analysis (EFA, CFA) and SEM in general. Psychology,
9(1), 2207-2230.
Low, M. C., Lee, C. K., Sidhu, M. S., Lim, S. P., Hasan, Z., & Lim, S. C. (2021). Blended learning to enhanced engineering education using flipped
classroom approach: An overview. Electronic Journal of Computer Science and Information Technology, 7(1), 9-19.
Ministry of Education. (2015). Malaysia Education Blueprint 2013-2025 (Preschool to Post Secondary Education). Wilayah Persekutuan Putrajaya,
Malaysia.
Ministry of Education. (2013). Malaysia Education Blueprint 2015-2025 (Higher Education). Wilayah Persekutuan Putrajaya, Malaysia.
Ministry Launches New Digital Platform. (2020, Jun 15). Ministry of Education launches new digital learning platform with participation from Google,
Microsoft, and Apple. Microsoft News. https://news.microsoft.com/en-my/2020/06/15/ministry-of-education-launches-new-digital-learning-platform-
with-participation-from-google-microsoft-and-apple/
Modarresi, G., & Jalilzadeh, K. (2020). A comparative study of two ways of presentation of listening assessment: Moving towards internet-based
assessment. Language Teaching and Educational Research, 3(2), 176-194.
Mohd Nor, K., Mohd Razali, M., Talib, N., Ahmad, N., Sakarji, S. R., Wan Mohamed Saferdin, W. A. A., & Mohd Nor, A. (2019). Students’ problems in
learning English as a second language among MDAB students at UITM Malacca. International Journal of Humanities, Philosophy and Language, 2(7),
01–12.
Nair, S., Li Koo, Y., & A. Bakar, K. (2014). Exploring the listening Processes of pre-university ESL students. Procedia - Social and Behavioral Sciences,
118(1), 475-482.
Ngwoke, F. U., Ugwuagbo, W., & Nwokolo, B. O. (2022). Refocusing on listening skills and note-taking: Imperative skills for university students’
learning in an L2 environment. Theory and Practice in Language Studies, 12(7), 1241-1251.
Nurningsih. (2022). Students’ perceptionss on using podcasts to learn listening at The Mts Negeri 1 Mataram. (Unpublished undergraduate
dissertation). UIN Mataram.
Sembiring, H. T. R., & Katemba, C. V. (2023). The use of YouTube English educational videos in improving listening comprehension. Journey: Journal of
English Language and Pedagogy, 6(1), 161-170.
Shkeer, A. S., & Awang, Z. (2019). Exploring the items for measuring the marketing information system construct: An exploratory factor analysis.
International Review of Management and Marketing, 9(6), 87–97.
Sulaiman, N., Muhammad, A. M., Ganapathy, N. N. D. F., Khairuddin, Z., & Othman, S. (2017a). Students' perceptions on using different listening
assessment methods: Audio-only and video media. English Language Teaching, 10(8), 93-99.
Sulaiman, N., Muhammad, A. M., Ganapathy, N. N. D. F., Khairuddin, Z., & Othman, S. (2017b). A comparison of students' performances using audio
only and video media methods. English Language Teaching, 10(7), 210-215.
Susaie, J. S., & Mohd Shah, P. (2022). Listening and speaking strategies employed by primary ESL learners. International Journal of Academic Research
in Progressive Education and Development, 11(2), 232–241.
Syaripuddin, R., & Rasyid, A. (2023). YouTube-based materials: Students’ perceptions in English listening classroom. Journal of Applied Linguistics, 2(2),
17-28.
UNESCO. (2020). Education: From disruption to recovery. https://en.unesco.org/covid19/educationresponse
Wagner, E. (2010). The effect of the use of video texts on ESL listening test-taker performance. Language Testing, 27(4), 493–513.
Watkins, M. W. (2018). Exploratory factor analysis: A guide to best practice. Journal of Black Psychology, 44(3), 219-246.
Wen, K. Y. K., & Kim Hua, T. (2020). ESK teachers' intention in adopting online educational technologies during COVID-19 pandemic. Journal of
Education and E-learning Research, 7(4), 387-394.
Xhelili, P., Ibrahimi, E., Rruci, E., & Sheme, K. (2021). Adaptation and perceptions of online learning during COVID-19 pandemic by Albanian university
students. International Journal on Studies in Education, 3(2), 103-111.
Zhu, Y., Zhang, J. H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: A
self-regulated learning perspective. Educational Technology Research and Development, 68(1), 1485-1519.
Zuki, R. E. A., Palpanadan, S. T., Jemzir, N. A. S., Azali, N. A., Roslan, N. N., Bakar, U. N. S. A., & Sahifuddin, S. A. M. (2022). Engineering students’
challenges at Malaysian technical university in learning English as a second language. Development in Language Studies, 2(2), 58-65.
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Published
2023-06-30
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Students’ perceptions of Computer-Based Language Test (CBLT) and validation of CBLT-listening questionnaire using exploratory factor analysis. (2023). Journal of Nusantara Studies (JONUS), 8(2), 224-243. https://doi.org/10.24200/jonus.vol8iss2pp224-243
