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The multiple-choice questions exam is, nowadays, widely used especially in large-scale language testing. However, many people criticize this kind of tests as lacking validity and not fully ensuring reliability, as well as because of its negative backwash effect on foreign language teaching and learning. This article is divided into two main sections. Section one takes a look at the concepts of validity and reliability in relation to testing, more exactly as they are approached in an MCQ exam. It also presents some general views on the advantages and disadvantages of the MCQ mode of testing. The second section reports on an empirical research into the attitudes of Moroccan EFL university students towards MCQ tests. The study, which is of an exploratory ex-post facto design, is addressed to explore the learners’ testing mode preference, as well as to look at their attitude towards the newly adopted MCQ test. Several issues related to this MCQ form of test are investigated in an attempt to come up with a general multi-faced view of the topic. 150 university students from three proficiency levels represent the subjects of the study. One major set of data yielded from a 22 item questionnaire is examined. Data are quantitatively analyzed through frequency distribution counts. Findings show that MCQ exams are most preferred by students as a testing mode. Yielded results also show an interrelationship between students’ proficiency level and their testing mode preference. However, all the groups were found not to differ statistically in their general attitudes towards the fairness, simplicity and acceptability of MCQ tests, as well as their influence on their study habit. The electronic/soft feature of the currently adopted MCQ test shows, surprisingly, an ambivalent attitude of students who think computerized correction can yield a fair grade, but feel more comfortable with a professor’s correction.

iosr journal of research and method in education

Investigating the ITU Semi-Computerized MCQ Model: A Systematic Assessment of EFL Students’ Attitudes and Testing Behaviours in the Newly Adopted E-Testing Form