Internet Banking Encounter Quality of Arab Middle East Banks: Organizational Determinants

The aim of this chapter was to evaluate the impact of organizational determinants in term of ownership, age, size and global presence on the quality of internet banking service encounter in the Arab Middle East region. A sample of fifty banks from eleven countries was surveyed. Two questionnaires were used; one of them was directed to professionals to weight the dimensions of quality. Another one was used to report the quality dimensions and bank's characteristics. Detailed analysis methodology called quantitative evaluation was adopted to weight and rate quality dimensions, further, Mann-Whitney U test and Sperman correlation coefficient were used. This study revealed that; there is a statistical significant difference in accessibility, content and security dimensions between foreign and local banks. Global presence has a significant impact on customization and security, but age and size of the bank doesn't have significant relationship with quality of service encounter dimensions

First-Year Japanese learners' perceptions of computerised vs. face-to-face oral testing: Challenges and implications

This chapter explores the effectiveness of computerised oral testing on Japanese learners’ test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners’ attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students’ oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners’ test anxiety, the findings also identified its limitations