Factors Influencing Work Readiness in Computer-Assisted Foreign Language Testing
Keywords:
CAFLT; Environmental factors; Linguistic factors; Pedagogical factorsAbstract
The rapid growth of digital technology has made Computer-Assisted Foreign Language Testing (CAFLT) an indispensable component of modern language education and assessment. However, a significant gap persists in ensuring that pre-service teachers possess the necessary work readiness to integrate and manage CAFLT in professional settings effectively. While previous research has primarily addressed fragmented issues related to CAFLT, this study offers a unique integrative analysis of how linguistic, pedagogical, and environmental factors collectively influence the work readiness of future educators. This holistic approach addresses the inadequacy of isolated studies by proposing a robust, multidimensional framework that integrates multiple perspectives. Employing a quantitative research design, the study collected survey data from 515 pre-service teachers across three universities in Jambi, Indonesia. The data were analyzed using partial least squares structural equation modeling (PLS-SEM) to test the hypothesized relationships within the proposed integrative model. The results indicate that all three factors — linguistic, pedagogical, and environmental — were perceived positively by the respondents. However, the structural model analysis revealed that linguistic factors (? = 0.389, t = 3.082, p = 0.002) and environmental and technical factors (? = 0.446, t = 4.898, p = 0.000) have a significant, direct positive influence on work readiness. Conversely, the impact of pedagogical factors on work readiness was found to be statistically insignificant (? = 0.063; t = 0.608; p = 0.543). This finding suggests that work readiness in CAFLT is more directly determined by a student's linguistic abilities and the technological environment, rather than by pedagogical methods alone, providing new insights into the factors influencing work readiness in Computer-Assisted Foreign Language Testing. These findings have significant implications for educators, policymakers, and test designers, underscoring the need for a comprehensive approach that integrates linguistic competency development and technological support to enhance student work readiness in the digital era.
https://doi.org/10.26803/ijlter.24.11.26
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