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  • 1. EFL Student’s Ability for WebsiteInformation Comprehension andPerceptions on Website Usabilitys1170173Makoto YoshidaSupervised byProf. Debopriyo Roy
  • 2. Overview• Abstract• Research Workflow• Question what We Set (to Participants)• Results and Discussion (1-9)• Conclusion and Future Work
  • 3. AbstractThe purpose of this study is to observe and consider the impression of L2readers during website analysis in target language (English). At first,participants completed an extensive website analysis using established webdesign models with a closed-ended website information comprehensionquestionnaire (testing readers’ understanding of the text content in thewebsite). In the second stage, they answered three usability questionnaires(QUIS, CSUQ and MPRC questionnaires), recording their impression aboutthe interface, navigational efficiency, content comprehension, learningaspects of the interface, basic comfort level with text-graphics content etc. Iused Pearson Correlation and non-parametric Friedman Test to analyzeuser data. The self-reports on the questionnaires (QUIS, CSUQ and MPRC)provided a general outlook about the website content and navigation andmight not have been specific to the accuracy scores (related to the textcontent of the website).This exploratory analysis as discussed in this article could help us obtaininitial data on how EFL readers in a typical context as this would performwith English website information and the type of impression they haveabout the website.
  • 4. Research Workflow• 59 participants completed the website information comprehensionquestionnaire. Accuracy scores on the questionnaire were measured.•  Following the interaction with the website, readers completed the threequestionnaires on self-reporting.• Collection their answers• Data Analysis• Consider the Results
  • 5. QuestionnairesThe website information comprehension questionnaire focused on theefficiency with which L2 readers are able to search throughinformation from the Belize tourism website. The focus at this stagewas on readers’ ability to navigate through the pages, based on cuesfrom the questionnaire. The questionnaire was designed on the basis ofthe following:1.  multiple-choice questions asking readers to accurately pinpoint theinformation available in the website.2.  readers’ ability to sequence order steps in the correct order whensearching for an information from the webpage. (Q1 with 8 steps tobe correctly ordered).10 questions were asked and each question (except Q1) could be scoredas 1(correct) or 0 (incorrect) (binary scale). The total accuracy scoresfor each student were measured.QUIS, CSUQ and MPRC questionnaires are standard softwareusability questionnaires used for self-reporting users’ preference forthe website.
  • 6. Results and DiscussionQues%on N Minimum Maximum Mean Std.  Devia%onQ1590 10 8.66 2.496Q2 0 2 1.97 .260Q3 2 2 2.00 .000Q4 0 2 1.19 .991Q5 0 2 1.19 .991Q6 0 2 1.73 .691Q7 0 2 1.90 .443Q8 0 2 1.64 .663Valid  N(List  wise)        Table 1: Descriptive Statistics for the 8 Website Information Comprehension Questions00.511.522.51 2 3 4 5 6 7MeanAccurateScoreQuestion Number (1 = Q2; 2 = Q3; 3 = Q4; 4 = Q5; 5 = Q6; 6 = Q7; 7 = Q8)Mean Accuracy Score (Maxium Value =2)Mean Accuracy Score(Maxium Value = 2)Figure 1. Mean Accuracy Scores for Q2 – Q8 (Wrong Answer = 0; Correct Answer = 2)
  • 7. Results and Discussion 2Ques%on  Pearson  Correla%on  Sig.(2-­‐tailed)   N=59  Q2-­‐Q7      .567**   .000  59  Q2-­‐Q8   .328*   .011  Q7-­‐Q4   .280*     .032  Q8-­‐Q7   .344*   .008  **.  Correla%on  is  significant  at  the  0.01  level  (2-­‐tailed)  *Correla%on  is  significant  at  the  0.05  level  (2-­‐tailed).        Table 2: Pearson Correlation Values (Statistically Significant Values only) among the Website Information Comprehension Questions
  • 8. Results and Discussion 3Ques%on   N   Minimum   Maximum   Mean   Std.  Devia%on  Q1   59   0   7   4.10   1.658  Q2   59   1   7   4.29   1.521  Q3   59   0   7   3.81   1.503  Q4   59   0   7   3.61   1.576  Q5   59   0   7   3.69   1.664  Q6   59   1   7   4.03   1.575  Q7   59   1   7   3.97   1.553  Q8   59   0   7   3.32   1.824  Q9   59   0   7   3.29   2.205  Q10   59   0   7   2.92   2.020  Q11   59   0   7   4.36   1.689  Q12   59   1   7   4.37   1.376  Q13   59   1   7   4.20   1.412  Q14   59   0   7   3.95   1.665  Q15   59   1   7   4.63   1.484  Q16   59   0   7   4.05   1.726  Q17   59   1   7   3.63   1.809  Q18   59   1   7   3.49   1.696  Q19   59   1   7   4.17   1.652  Valid  N  (listwise)   59                  Table 3. Descriptive Statistics for Self-Reports on the CSUQ Questionnaire
  • 9. Results and Discussion 4Question Category   Number   Significant Correlation with other questions  Q1   All questions  Q2   All questions  Q3   All questions except Q9  Q4   All questions  Q5   All questions  Q6   All questions  Q7   All questions  Q8   All questions except Q9  Q9   All questions except Q3 and Q8 and Q15  Q10   All questions except Q12  Q11   All questions except Q12  Q12   All questions except Q9, Q10, Q11, Q12  Q13   All questions  Q14   All questions  Q15   All questions except Q9  Q16   All questions  Q17   All questions  Q18   All questions  Q19   All questions  Table 4: Significant Correlation between Self-Reports on CSUQ Questionnaire (N = 59)
  • 10. Results and Discussion 5Ques&ons   Minimum   Maximum   Mean   Std.  Devia&on  Q1   1   9   6.12   1.848  Q2   0   9   5.64   1.989  Q3   0   9   5.25   2.411  Q4   0   9   4.75   2.279  Q5   0   9   4.97   2.304  Q6   0   9   5.03   2.573  Q7   0   9   6.24   2.254  Q8   0   9   6.25   1.944  Q9   0   9   5.73   2.148  Q10   0   9   4.42   2.183  Q11   0   9   5.69   2.053  Q12   0   9   5.71   2.407  Q13   0   9   3.93   2.684  Q14   0   9   3.81   2.549  Q15   0   9   4.73   2.211  Q16   0   9   4.64   2.517  Q17   0   9   4.27   2.180  Q18   0   9   4.37   2.189  Q19   0   9   4.14   2.583  Q20   0   9   4.81   2.467  Q21   0   9   5.51   2.176  Q22   0   9   2.12   2.841  Q23   0   9   2.76   2.654  Q24   0   9   4.69   2.541  Table 5: Descriptive Statistics of the Self-reports on the QUISQuestionnaire59.464.854.2 49.2 44.2010203040506070PercentageofAgreementwiththeStatementDifferent Categories on the QuestionnaireCategory 1 = Overall Reaction to the Website; Category2 = Web Page; Category 3 = Terminology and WebsiteInformation; Category 4 = Learning; Category 5 =Percentage of PositiveResponses on DifferentCategories in QUISQuestionnairePercentage ofPositive Response onDifferent CategoriesFigure 2. Percentage Agreement with the Different Categories in QUISQuestionnaire
  • 11. Results and Discussion 6Question   Number   Significant Correlation with other questions  Q1   All questions except Q2, Q10, Q14, Q16, Q23, Q24  Q2   No questions except Q22  Q3   All questions except Q2, Q10, Q11, Q17, Q22, Q23  Q4   All questions except Q2, Q7, Q8, Q9, Q10, Q11, Q12, Q15, Q16, Q17, Q18, Q20,Q24  Q5   All questions except QQ2, Q5, Q11, Q12, Q19, Q20, Q22, Q23  Q6   All questions except Q2, Q6, Q10, Q13, Q14, Q15, Q16, Q17, Q22, Q23, Q24  Q7   All questions except Q2, Q4, Q10, Q13, Q16, Q17, Q22, Q23, Q24  Q8   All questions except Q2, Q4, Q13, Q14, Q16, Q19, Q20, Q22, Q23, Q24  Q9   All questions except Q2, Q4, Q13, Q14, Q19, Q20, Q22, Q23  Q10  All questions except Q1, Q2, Q3, Q4, Q6, Q7, Q12, Q13, Q14, Q19, Q20, Q22, Q23  Q11   All questions except Q2, Q3, Q4, Q5, Q11, Q13, Q21, Q22, Q23, Q24  Q12   All questions except Q2, Q4, Q5, Q10, Q12, Q13, Q15, Q16, Q19  Q13   All questions except Q2, Q6, Q7, Q8, Q9, Q10, Q11, Q12, Q13, Q15, Q16, Q17, Q18,Q20, Q21, Q24  Q14   All questions except Q1, Q2, Q6, Q8, Q9, Q10, Q14, Q15, Q16, Q17, Q19, Q20, Q22,Q23, Q24  Q15  All questions except Q1, Q2, Q4, Q6, Q12, Q13, Q14, Q15, Q19, Q20, Q22, Q23  Q16   All questions except Q1, Q2, Q4, Q6, Q7, Q8, Q12, Q13, Q14, Q16, Q20, Q21, Q22,Q23  Q17  All questions except Q2, Q3, Q4, Q6, Q7, Q13, Q14, Q17, Q19, Q20, Q22, Q23, Q24  Q18   All questions except Q2, Q4, Q13, Q18, Q22  Q19  All questions except Q2, Q5, Q8, Q9, Q10, Q12, Q14, Q15, Q17, Q19, Q24  Q20  All questions except Q2, Q4, Q5, Q8, Q9, Q10, Q13, Q14, Q15, Q16, Q17, Q20, Q24  Q21   All questions except Q2, Q11, Q13, Q16, Q21, Q23  Q22   All questions except Q1, Q3, Q5, Q6, Q7, Q8, Q9, Q10, Q11, Q12, Q14, Q15, Q16,Q17, Q18, Q22, Q24  Q23   No questions except Q4, Q13, Q18, Q19, Q20, Q22, Q24  Q24   No questions except Q3, Q5, Q9, Q10, Q15, Q16, Q18, Q21, Q23  Table 6: Significant Correlation between Self-Reports on QUIS Questionnaire (N = 59)
  • 12. Results and Discussion 7    Mean  Rank  Chi-­‐Square  Asymp.  Sig.  Q1   11.19  126.626   .000  Q2   11.62  Q3   9.54  Q4   8.3  Q5   8.88  Q6   10.4  Q7   10.14  Q8   7.2  Q9   8.14  Q10   7.08  Q11   12.19  Q12   11.83  Q13   11.12  Q14   10.4  Q15   13  Q16   10.95  Q17   8.69  Q18   7.71  Q19   11.62  Table 7: Friedman Test Values for the 19 Questions in CSUQ Questionnaire
  • 13. Ques%on   Categories   Mean  Rank   Chi-­‐Square   Asymp.  Sig.  Q1  Comprehensive    evalua%on  3.690  21.532   .000  Q2   3.070  Q3   2.960  Q4   2.690  Q5   2.590  Q6  Web  Page  Design  1.580  24.818   .000  Q7   2.260  Q8   2.160  Q9  Terminology    and    Website  Informa%on  4.260  60.670   .000  Q10   2.920  Q11   4.110  Q12   4.220  Q13   2.860  Q14   2.640  Q15  Learning  3.210  5.769   .217  Q16   3.210  Q17   2.760  Q18   2.810  Q19   3.000  Q20  Website  Capabili%es  3.490  75.683   .000  Q21   3.900  Q22   1.950  Q23   2.350  Q24   3.310  Results and Discussion 8Table 8: Friedman Test Statistics for the 5 Different Categories in the QUIS Questionnaire
  • 14. Results and Discussion 9Words  with  Maximum  Frequency  (Top  10)   Frequency  Convenient   32  Clean   29  Dull   29  Slow   28  Helpful   27  Useful   26  Accessible   24  Engaging   23  Fun   23  Usable   23  Table 9. Words chosen with Maximum Frequency
  • 15. Conclusion and Future Work• Production-L2 readers have wide variability in the efficiency scale, whenanalyzing an English website.• Future Work- This will help us judge their levels of proficiency and the typesof English websites they could be exposed to for various kinds ofassignments, task-based language learning etc.
  • 16. Thank you