چکیده:
Over the last few years, role of computers has become a controversial issue in language learning. This study was designed to examine the impact of computer anxiety and computer self-efficacy on the speaking section of the TOEFL iBT test taken by Intermediate EFL learners. The researchers intended to find out, which var-iable i.e. computer anxiety and/or self-efficacy would result in better performance in speaking section of the TOEFL iBT. Independent-Samples t-test and ANOVA were run to analyze the data. The results of the study demonstrated that computer anxiety and computer self-efficacy significantly affected the perfor-mance of Iranian EFL learners. Computer anxiety and self-efficacy, however, function differently. The computer self-efficacy was more effective on Iranian EFL learners’ performance in the speaking section of the TOEFL iBT.
خلاصه ماشینی:
Since the focus of this study was on com- puter-assisted testing, the researchers investigat- ed the effectiveness of factors including com- puter anxiety and computer self-efficacy of students which are expected to have a large impact upon Iranian EFL learners’ speaking of a TOEFL iBT.
Since the study sought to examine the computer anxiety and computer self- efficacy level of the Iranian EFL learners in speak- ing, the participants participated in the TOEFL iBT speaking through using computers and speaking on the microphones.
The study was concerned with three variables of in- terest including Iranian EFL learners’ level of computer anxiety, computer self-efficacy, and their performance on the speaking section of the TOEFL iBT.
The independent variables of this study were computer anxiety and computer self- efficacy and test takers’ performance on the speaking section of the TOEFL iBT was consid- ered as dependent variable.
The firs t re s e arch que s tion To examine the effect of computer anxiety on Iranian EFL learners’ performance in the spea k- ing section of the TOEFL IBT test, the research- ers, first, considered the differences between stu- dents with low and high anxiety level.
The third re s e arch que s tion Table 6 below shows the difference between computer anxiety and computer self-efficacy in terms of Iranian EFL learners’ performance in the speaking section of the TOEFL IBT test.
The major objective of the present study was to investigate the effect of computer anxiety and computer self-efficacy on Iranian EFL learners’ performance on the speak- ing section of the TOEFL iBT.