Exploring User Experience and Acceptance of Automated English Speaking Assessment Systems Based on Mobile Devices

This study investigates the user experience and acceptance of three Automated English Speaking Assessment Systems (AESAS) adopted by non-native English-speaking college students. Mixed-methods approach, comprising quantitative surveys and qualitative interviews are used in this study. This sample includes 60 undergraduate students from different disciplines. The result shows that participants generally perceived these systems as user-friendly and approved the immediacy of feedback. However, they showed concerns about the specificity and actionability of the feedback. Notably, participants expressed high overall satisfaction towards the systems, but still a small number of them expressed dissatisfaction towards technical issues and unclear feedback mechanisms. The potential and limitations of AESAS in promoting language learning are highlighted in the results, and the necessity of constant improvement and validation are also emphasized in educational settings. Valuable insights about the effectiveness of automated assessment tools for non-native English speakers are provided in this study, and guidance for the development and implementation of similar tools can also be offered globally.