Conference of the International Journal of Arts & Sciences, CD-ROM. ISSN: 1943-6114 :: 08(03):207–215 (2015) THE EFFECT OF USING ELECTRONIC EXAMS ON STUDENTS' ACHIEVEMENT AND TEST TAKERS' MOTIVATION IN AN ENGLISH 101 COURSE Mohammad Akram Alzu’bi Albalqa Applied University, Jordan The purpose of this study was to examine the effect of using e-exams on Students' achievement and test takers’ motivation in an English 101 Course. Two groups (experimental and control) of students, from Al-Balqa Applied University in Ajloun University College, were used in this study. The control group was assessed by using pen and paper based exam and experimental group was assessed by using e- exam. The control group consisted of 58 students while the experimental group consisted of 58 students. The groups were compared on achievement of E101 and motivation toward learning English by e-exam. The study included 10 units. Scores on both achievement tests were collected at the final exam. The English motivation scale was administrated immediately after the completion of the study. A suitable statistical approach revealed significant difference between the groups on the post achievement tests and motivation scales in favor of control group. Keywords: Electronic Exams, Achievement, Motivation, English 101 Course Test-takers’ motivation. Introduction Using technology in the educational sittings has become widespread and there has been a growing interest in recent years in developing and using computer-based tests in educational settings particularly in educational assessment instead of traditional paper and pencil tests for several reasons: Firstly, traditional assessment modes in crowded classrooms can be a serious load on the instructors (Mercier et al., 2004; Kim, 2005). Moreover, integrating new technologies to the courses will support instructors' professional career development. Secondly, Electronic exams improve both the student's achievement. Many studies focused on the effects of using computers in the classroom for testing on various aspects of the learning environment such as student achievement and students motivation. Engdahl (1991) tested 250 adults with cognitive disabilities on language usage and space relations in one of the following three test administration modes: traditional paper and pencil, fixed length computer-adaptive and variable length computer-adaptive. The researcher found that these adults performed better on the computerized versions than on the traditional paper and pencil tests and that clinicians were less accepting of the computerized assessment than their patients. After studying the use of computer-administered testing by the American College extensively over a six-year period from 1982-1988, Bugbee and Bernt (1990) found student achievement on 28 computer-administered tests was, in some cases, better than traditional paper and pencil tests. Thirdly, a recent study has reported that the computer -based testing mode was more reliable in terms of internal and external validity. In addition, the testing mode reduced testing time and increased the 207