EXAMINING LEARNER’S LEVEL OF PROCRASTINATION USING ICT AND CLASSROOM WRITING TESTS

The purpose of the present study was to measure the effect of procrastination of testing writing in the two groups of Information and Communication Technology (ICT) and classroom test of French language. Studies indicated that procrastination has psychological reasons, but the effect of situational and environmental issues is not well examined. In this study the testing of writing was performed in two different situations using different instrument. One group called ICT testing group used Microsoft Word to write essay writing as a testing instrument and the other group used paper and pen tools. Eligible students (60 students) were selected from a population of 100 students in the two institutions of Safir and Iran’s Language Institution. Participants answered the standard procrastination by Lay (1986) that included 20 questions and scoring by Likert Scale were performed. Result showed that there is no significant difference between result of the two testing groups and their level of procrastination (p<0.5). Findings of the study indicates that different instruments are not determining factors of procrastination level and other factors such as educational level and psychological problems might be in work. It can be concluded that though ICT is a modern technology to aide learners’ writing performance, it does not reduce students’ negative effect of procrastination than traditional testing methods.