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...

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Autores principales:	Syed Naeem Ahmed, Shafiq Ur Rehman, Said Muhammad Khan
Formato:	article
Lenguaje:	EN
Publicado:	IDEA PUBLISHERS 2021
Materias:	Technology Acceptance Model TAM English language proficiency student motivation professional development language assessment Social Sciences H Political science J
Acceso en línea:	https://doaj.org/article/8f2226232c8043698b1a4bd9e14a7d31
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spelling	oai:doaj.org-article:8f2226232c8043698b1a4bd9e14a7d312021-11-14T07:02:49ZOnline graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM10.47264/idea.lassij/5.1.432664-8148https://doaj.org/article/8f2226232c8043698b1a4bd9e14a7d312021-06-01T00:00:00Zhttps://ideapublishers.org/index.php/lassij/article/view/395https://doaj.org/toc/2664-8148 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. Syed Naeem AhmedShafiq Ur RehmanSaid Muhammad KhanIDEA PUBLISHERSarticleTechnology Acceptance ModelTAMEnglish language proficiencystudent motivationprofessional developmentlanguage assessmentSocial SciencesHPolitical scienceJENLiberal Arts and Social Sciences International Journal, Vol 5, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Technology Acceptance Model TAM English language proficiency student motivation professional development language assessment Social Sciences H Political science J
spellingShingle	Technology Acceptance Model TAM English language proficiency student motivation professional development language assessment Social Sciences H Political science J Syed Naeem Ahmed Shafiq Ur Rehman Said Muhammad Khan Online graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM
description	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.
format	article
author	Syed Naeem Ahmed Shafiq Ur Rehman Said Muhammad Khan
author_facet	Syed Naeem Ahmed Shafiq Ur Rehman Said Muhammad Khan
author_sort	Syed Naeem Ahmed
title	Online graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM
title_short	Online graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM
title_full	Online graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM
title_fullStr	Online graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM
title_full_unstemmed	Online graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM
title_sort	online graded assessment of saudi efl learners during the covid-19 pandemic: a successful implication of tam
publisher	IDEA PUBLISHERS
publishDate	2021
url	https://doaj.org/article/8f2226232c8043698b1a4bd9e14a7d31
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Online graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM

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