Online graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM
This paper highlights a successful experience of assessing English as a Foreign Language (EFL) learner’s proficiency at Yanbu English Language Institute (YELI), Kingdom of Saudi Arabia during the Covid-19 restrictions. To investigate the existing problem various interventions were introduced such a...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
IDEA PUBLISHERS
2021
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/8f2226232c8043698b1a4bd9e14a7d31 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | This paper highlights a successful experience of assessing English as a Foreign Language (EFL) learner’s proficiency at Yanbu English Language Institute (YELI), Kingdom of Saudi Arabia during the Covid-19 restrictions. To investigate the existing problem various interventions were introduced such as replacing Google Classroom with Black Board, implementing online proctoring during the exams, and portfolios. The provision of online assessments was a forced response to Covid-19 restrictions, which brought many challenges and risks without any prior experience and precedence. Addressing these challenges and making well-informed decisions that can potentially affect the performance and career of hundreds of learners, requires judicious justification and reasoning. The paper reflects on the well-informed strategy TAM used to deploy and address the challenges of online graded assessments effectively during the current pandemic for EFL learners to continue their progress toward their specializations while maintaining academic rigor and quality. This paper also intends to provide an insight to language teachers, practitioners, and policymakers to tackle similar challenges in the future. One among many other objectives of this research was to address the role of digital assessment for effective teaching, learners’ motivation, achievements, and transferability.
|
|---|