Online assessment in ELT: Teachers’ practices and challenges
DOI:
https://doi.org/10.30659/e.10.2.451-470Keywords:
Assessment, Challenges, ELT, Online, PracticesAbstract
This qualitative case study investigates the online formative assessment practices and the challenges faced by junior high school English teachers in Banyumas Regency. Utilizing observations, semi-structured interviews, and document analysis with five purposively selected teachers, the study explores the practical implementation of digital assessment tools in English Language Teaching (ELT) classrooms. Findings reveal that teachers actively utilize interactive platforms like Quizizz, Google Forms, and Wordwall, primarily for quick quizzes and immediate feedback, demonstrating a clear alignment with learning objectives. This approach significantly boosts student motivation and engagement, largely owing to the tools' interactive and gamified features. However, the path to seamless integration is marked by several key hurdles. Prominent challenges include limited student access to suitable devices and reliable internet connectivity, persistent technical issues with platforms and signals, students' initial unfamiliarity with online tools, and significant concerns over phone misuse and academic integrity. Additionally, teachers themselves reported perceived gaps in their experience and digital skills. These insights collectively emphasize the crucial need for enhanced technological infrastructure, tailored professional development for educators, and supportive policy frameworks to effectively realize the full potential of online formative assessment in ELTReferences
Abidah, L., & Hartono, H. (2023). Administering Online Writing Assessments in English Language Teaching: Challenges and Solutions. Jurnal Arbitrer, 10(2), 176–184. https://doi.org/10.25077/ar.10.2.176-184.2023
Antoniou, P., & James, M. (2014). Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies. Educational Assessment, Evaluation and Accountability, 26(2), 153–176. https://doi.org/10.1007/s11092-013-9188-4
Creswell, John W. & Poth, C. N. (2016). Qualitative Inquiry & Research Design: Choosing Among 5 Approaches. Sage Publication, 778.
El Hassan, F. A. M., & Ahmed, R. B. A. (2023). EFL Teachers’ Challenges on the Usage of Online Assessment Methods. International Journal of English Language Teaching, 11(5), 1–11. https://doi.org/10.37745/ijelt.13/vol11n5111
Haque, M. N. H., & Md. Mozaffor Hossain. (2022). Virtual Assessment in English Language Teaching during COVID-19 Pandemic: Challenges and Considerations in Bangladesh Perspectives. Script Journal: Journal of Linguistics and English Teaching, 7(2), 273–298. https://doi.org/10.24903/sj.v7i2.1008
Hartono, H., & Murniati, C. T. (2024). Online Assessment: a Study of the Perspectives and Beliefs of Elt Teachers in Central Java. Ezikov Svyat, 22(1), 176–184. https://doi.org/10.37708/ezs.swu.bg.v22i1.17
Heil, J., & Ifenthaler, D. (2023). Online Assessment in Higher Education: A Systematic Review. Online Learning Journal, 27(1), 187–218. https://doi.org/10.24059/olj.v27i1.3398
Hijazi, D., & Alnatour, A. (2021). Online learning challenges affecting students of english in an efl context during covid-19 pandemic. International Journal of Education and Practice, 9(2), 379–395. https://doi.org/10.18488/journal.61.2021.92.379.395
Iahad, N., Kalaitzakis, E., Dafoulas, G. A., & Macaulay, L. A. (2004). Evaluation of online assessment: The role of feedback in learner-centered e-learning. Proceedings of the Hawaii International Conference on System Sciences, 37(C), 81–90. https://doi.org/10.1109/hicss.2004.1265051
International, A., & Language, E. (n.d.). Proceeding aiselt (. 2020, 196–209.
Khan, H., Kushwah, K. K., Khare, K., Mahobia, S. K., & Thakur, J. S. (2022). Methods of evaluation and assessment in digital learning. Mobile and Sensor-Based Technologies in Higher Education, January, 83–110. https://doi.org/10.4018/978-1-6684-5400-8.ch004
Language, E. (n.d.). PEOPLE ’ S DEMOCRATIC REPUBLIC OF ALGERIA Ministry of Higher Education and Scientific Research University of Ain Temouchent - Belhadj Bouchaiba Department of Letters and English Language Investigating the Impact of ICT Integrated EFL Classroom on Developing the Learning and Teaching Process : Case of Third- Year Students at Ain Temouchent University Submitted by : Ms Maroua Sanaa BOUZID Supervised by : Dr . Awicha BENABDALLAH Academic Year : 2023 / 2024.
Noviasmy, Y., Hasanah, N., & ... (2023). Applying Quizizz Application As An Assessment Tool For EFL Students. … : English Education Journal. http://ejurnal.iainpare.ac.id/index.php/inspiring/article/view/4835
Paul, W., & and Michael, S. (2018). Formative assessment. Debates in Geography Education, 140–155. https://doi.org/10.4324/9781315562452-11
Rabbasa, S., Hamamah, H., & Isnaini, M. (2023). The Use of Google Form as A Formative Assessment Tool in EFL Classes: An Exploratory Case Study. … , ICON LATERALS 2023, 11-12 July …. https://doi.org/10.4108/eai.11-7-2023.2340618
Ridwan, M. (2017). Understanding Formative and Summative Assessment. Journal of English for Academic, 4, No 1, 40–50.
Saha, D., Das, S., & Acharjee, D. (2023). Exploring the Efficacy and Implementation of an Online Examination System: A Comprehensive Study on eXamPro in Modern Education. International Journal for Research in Applied Science and Engineering Technology, 11(12), 748–759. https://doi.org/10.22214/ijraset.2023.57448
Saputra, D. B., Ayudhia, H. Y., & Muswari, R. (2022). Teachers’ perceptions of challenges in online learning: Voices from secondary EFL teachers. JOALL (Journal of Applied Linguistics and Literature), 7(1), 104–119. https://doi.org/10.33369/joall.v7i1.18855
Sembiring, L., & Sembiring, S. S. (2024). Practical Application of Assessment Theories for English Teacher through Digital Technologies. ETERNAL (English Teaching Journal), 15(2), 378–387. https://doi.org/10.26877/eternal.v15i2.830
Thị, H., & Giang, L. (2024). EFL LEARNER ENGAGEMENT IN GAMIFIED FORMATIVE ASSESSMENT : A PERCEPTION STUDY ON QUIZIZZ. 133(6), 23–44.
Wilson, S. (2017). Exploring the Importance of Using Formative Assessment in Informing Instruction to Improve Student Learning. MWCommons, 1(17), 1–16. https://nwcommons.nwciowa.edu/education_masters
Yakkop, M., & Basri, M. (2021). Teachers’ Perception in Google Forms-Based English Assessment in An Indonesian Vocational High School. ELT Worldwide, 8(2), 278–292.
Yuhua, D. (2024). Integrating Deep Learning into English Language Teaching Within the Digital Cultural Framework. Computer-Aided Design and Applications, 21(S16), 71–84. https://doi.org/10.14733/cadaps.2024.S16.71-84
Downloads
Published
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
