Oral testing administration plays a significant role in foreign language programs aiming to foster the development of students' speaking abilities. With the development of language teaching software, the use of computer based recording tools are becoming increasingly used in language courses as an alternative to traditional face-to-face oral exams. The present dissertation constitutes an examination of the use of technology in an oral achievement test used in a Portuguese Language Program in terms of 1) students' perspectives and affective factors, with a focus on anxiety, towards the new computer-based final oral exam vis-a-vis the traditional method; and 2) in terms of students' improvement of oral performance, when taking part in computer-based oral activities throughout the instruction period. In order to analyze the latter, learners of two different classes, denominated as control and experimental group, participated in this study over the course of one quarter. The technology used for the current research is part of to the online platform accompanying the Textbook used in the Language Program at the University of California, Santa Barbara. A total of 27 L2 learners of Portuguese for Spanish Speakers, at the university level, participated in this study and completed a computer-based and face-to-face Oral Achievement Exam at the end of the quarter. Learners were given a pre- and post-questionnaire, inquiring about their expectations and final opinions towards both modes of final oral exams. Here, students assessed their levels of anxiety, perceived difficulty and perceived fairness in testing their speaking abilities, as well as their levels of comfort with the technology used. The variables included in this survey were based on a review of previous studies such as Tognozzi and Truong (2009) and Keynon and Malabonga (2001). In addition, examinees completed a survey adapted from the FCLAS (Foreign Language Classroom Anxiety Scale) (Horwitz et al. 1986), in order to investigate what kind of anxiety factors and feelings, presented on the anxiety scale, are more involved in one type of oral exam in comparison to the other. In general, students' reports indicate a tendency to consider the new computer-based oral exam as less anxiety evoking and more difficult than the traditional face-to-face test. Nevertheless, students also tend to view the traditional method as more fair in testing their speaking abilities. For the analysis of students' improvements in oral production, when participating in computer-based oral activities throughout the instruction period, learners in the two different classes (control and experimental) were accessed through a pre- and post-oral test. Results suggest that the treatment received by the Experimental class does not play a particular role in fostering students' speaking abilities in the linguistic variables that were formally taught and emphasized throughout the course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]