IJIET 2025 Vol.15(8): 1709-1718
doi: 10.18178/ijiet.2025.15.8.2372
doi: 10.18178/ijiet.2025.15.8.2372
Factors Influencing Learner Acceptance of Online Assessment at a Higher Education Institution
Bazilah Bahaldin1,2,*, Nooreen Noordin1, Abu Bakar Razali1, and Lilliati Ismail1
1. Department of Language and Humanities, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia
2. Centre for the Advancement of Language Competence, Universiti Putra Malaysia
Email: bazilah.bahaldin@upm.edu.my (B.B.); nooreen@upm.edu.my (N.N.); abmr_bakar@upm.edu.my (A.B.R.); lilliati@upm.edu.my (L.I.)
*Corresponding author
2. Centre for the Advancement of Language Competence, Universiti Putra Malaysia
Email: bazilah.bahaldin@upm.edu.my (B.B.); nooreen@upm.edu.my (N.N.); abmr_bakar@upm.edu.my (A.B.R.); lilliati@upm.edu.my (L.I.)
*Corresponding author
Manuscript received November 27, 2024; revised December 20, 2024; accepted April 21, 2025; published August 22, 2025
Abstract—The widespread adoption of computer technology has led to increased use of computer-based testing, including language proficiency assessments. This study uses the Decomposed Theory of Planned Behaviour by Taylor & Todd (1995) to explore factors influencing learners’ acceptance of online assessments, primarily through interviews and questionnaires. Data were collected from 86 participants who took the online assessment. The interviews revealed three main factors influencing participants’ experiences: Behavioural belief (perceptions of benefits and drawbacks), Normative belief (influence of peers or instructors), and Control belief (perceived ease or difficulty in using the technology). Meanwhile, the questionnaire analysis revealed that attitude, peer influence, and technology-facilitating conditions are significant factors that affect participants’ acceptance of using linguistic skills. The questionnaire analysis indicates that participants’ acceptance of Linguaskill is significantly influenced by their attitude, peer influence, and the facilitating conditions provided by technology. The findings offer practical implications for computer-based assessment developers, educational institutions, and platform developers, suggesting strategies for enhancing user acceptance and assessment effectiveness. These insights could improve the development and implementation of other computer-based language testing platforms, contributing to the broader discourse on e-assessment in language education.
Keywords—decomposed theory of planned behaviour, online language assessment, learner acceptance
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—decomposed theory of planned behaviour, online language assessment, learner acceptance
Cite: Bazilah Bahaldin, Nooreen Noordin, Abu Bakar Razali, and Lilliati Ismail, "Factors Influencing Learner Acceptance of Online Assessment at a Higher Education Institution," International Journal of Information and Education Technology, vol. 15, no. 8, pp. 1709-1718, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).