The main objective of our master thesis was to test the digital skills of 6th grade students and to investigate whether the introduction of computer-based testing of English language skills in primary schools will be possible in the future. To address this problem, we investigated the possibilities of computer-based testing of English language skills in Slovenian primary schools, focusing on national tests of English language skills in grade 6, with a focus on writing tasks.
In the theoretical part, we discuss the digital literacy of students, its impact on life in today's society, and the knowledge and skills that an individual needs to develop in order to use technology effectively and exploit its potential. Recent years show how inseparable technology and education are, as well as the positive and negative experiences with the use of ICT in schools. We also debate the importance of early introduction of foreign languages, the current way of testing English in Slovenia and the existing computer-based examinations abroad. Next, we examine the difference between hand-writing and typing on the computer, the possibilities of introducing learning to type into the classrooms, and the reserach findings related to this topic. Finally, we compared classical paper tests and computer-based tests.
The empirical part is divided into three sub-parts. In the first part, we examined the equipment of schools with the ICT required for computer-based assessment. The sample consisted of 20 different primary schools in the Gorenjska region. The results were obtained with the help of a questionnaire addressed to the organizers of computer activities (slo. ROID) of Gorenjska primary schools. On the basis of the results, we concluded that Gorenjska primary schools do are not supplied with computer equipment in sufficient quantity that would be necessary to implement the national computerized language assessment under the system currently in place in Slovenia. We also discovered that the vast majority of central schools and only about one-fifth of the branch schools enable students to use a computer outside the classroom. Elective computer-based courses are offered to students by all central schools, but only by just over a third of branch schools, while computer-related extra-curricular activities are offered by the majority of the central schools and only by a few branch schools.
The second part of the study focuses on the students' digital literacy skills and the student's daily use of ICT, the differences in digital skills between individuals, typing speed versus handwriting speed, and consequently the impact of these factors on the students' writing achievements. About 300 6th Grade students from 5 different Gorenjska primary schools took part in the survey and completed a questionnaire, two speed tests, measuring handwriting and typing, and two short guided writing test tasks, one handwritten and one typed on the computer. Based on students' perceptions of the extent of their computer use, the findings show that the more students use computers, the better their digital literacy. However, this is not the rule and there are many exceptions. The results obtained by examining the proficiency of the students' typing and handwriting speed, show that the students mastered handwriting faster. In addition, we found out that the students who were more successful in the paper-based writing test were also more successful in the computer-based writing test and vice versa. The results also show that on average the students achieved a 0.9-point better result when handwriting. However, we cannot conclude from the results that students who have achieved better results on the writing task (either on the computer or writing by hand) can also copy out texts faster on the computer or by hand.
The third part of the research is the interest of students and teachers in computer-based English language assessment. The sample includes pupils who were also involved in the 2nd part of the survey, as well as English teachers who teach 6th Grade pupils in the Gorenjska primary schools. The results of the two questionnaires showed that more than three-quarters of the students expressed that they would have difficulties in computer-based EFL assessment, the most common difficulty perceived by the students was typing. We found that the students who wrote fewer characters on the computer also do not wish to take EFL tests on computers, while the students who wrote more characters on the computer were more likely to take na computer-based test. The answers of the teachers show that the majority has never enabled their students to take an English test on the computer or ICT. We also learned that the majority of teachers believe that it is not possible to guarantee equal opportunities for all students in case of computer-based assessment. Another important result is that the majority of the teachers in the survey would not opt for a computer-based test. The thesis will help to shed light on the conditions fulfilled by Slovenian primary schools for the introduction of computer-based assessment of the English language. It shows the level of digital literacy achieved by pupils in the 6th Grade of primary school and whether there is interest from teachers and pupils in such an assessment. Therefore, the obtained results will help to consider the sensibility and feasibilty computer-based assessment compared with classical paper tests.
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