Students’ and Teachers’ Perceptions of Computer-Based Testing in English for Occupational Purposes (EOP) Courses at Hanoi University of Industry, Vietnam
DOI:
https://doi.org/10.54855/callej.262728Keywords:
Computer-based testing; Computer-based assessment; CBAAM; Language assessment; EOPAbstract
Computer-based testing (CBT) has become increasingly prevalent in tertiary education; however, empirical evidence concerning stakeholder experiences with CBT in English for Occupational Purposes (EOP) assessment remains limited. Drawing on the Computer-Based Assessment Acceptance Model (CBAAM), this study examined convergence and divergence in students' and teachers' evaluations at a Vietnamese technical university. An explanatory sequential mixed-methods design integrated surveys of 113 students and 122 teachers with interviews involving seven students and six teachers, complemented by observations of three CBT sessions. The findings indicate that both groups expressed generally positive perceptions of CBT but differed significantly in their evaluations of content validity and implementation conditions, reflecting their distinct assessment roles and experiences. The study extends CBAAM to EOP assessment in Vietnamese higher education and highlights assessment-related factors influencing stakeholder acceptance of CBT. Overall, the results provide practical implications for developing more valid, effective, and sustainable technology-mediated assessment in tertiary EOP contexts.
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