Incorporating computer-assisted language learning for standardized test of academic English proficiency (STAcEP) in the post-Covid-19-era: A quantitative method

A major shift of online teaching and learning in the post-covid-19-era requires a demanding attention for research and development in the use of technology assisting language learning. One of the aspects is Computer-Assisted Language Learning (CALL) in which it supports opportunities for interaction among learners and teachers including academic English classes. Adopting Lee et al.’s questionnaire (2016) related preferred learning style and the use of computer technology for language learning, this study explores the relationship between CALL incorporation in the Standardized Test of Academic English Proficiency (STAcEP) score and learning styles. It further verifies if the demographic variables of gender and age would make a difference. Ninety-eight foreign language learners from non-English department background in a tertiary level participated in this quantitative study. By contrasting and analyzing data sources, and the results obtained from the results of multiple regression analysis examining the five aspects of the survey and learners’ STAcEP scores. Findings highlighted the benefits of optimizing preferred learning styles and the use of CALL in academic English classes, particularly for English as a foreign language (EFL) learners.