Crisis and Changes in Learning Behaviours: Technology-Enhanced Assessment in Language Learning Contexts

Autor/inn/en	Alavi, Sayyed Mohammad; Dashtestani, Reza; Mellati, Morteza
Titel	Crisis and Changes in Learning Behaviours: Technology-Enhanced Assessment in Language Learning Contexts
Quelle	In: Journal of Further and Higher Education, 46 (2022) 4, S.461-474 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alavi, Sayyed Mohammad) ORCID (Dashtestani, Reza) ORCID (Mellati, Morteza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2021.1985977
Schlagwörter	Second Language Learning; Second Language Instruction; Technological Literacy; COVID-19; Pandemics; Computer Assisted Instruction; English (Second Language); Student Attitudes; Feedback (Response); Foreign Countries; Educational Change; Online Courses; Academic Achievement; Metacognition; Futures (of Society); Comparative Analysis; Undergraduate Students; Language Tests; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Technisches Wissen; Computer based training; Computerunterstützter Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Ausland; Bildungsreform; Online course; Online-Kurs; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Future; Society; Zukunft; Language test; Sprachtest
Abstract	The outbreak of COVID-19 has posed a sudden and unprecedented change to the educational system. This study investigated the impact of this sudden change on EFL learners' perceptions of assessment in a technology-enhanced learning environment. Assessment dimensions such as affective factors, validity, reliability, practicality, security and pedagogy were explored through an online questionnaire administered among 345 Iranian EFL learners and a focus-group interview with 17 learners. In addition, through a quasi-experimental design, the study compared the learners' academic achievements of online and in-person classrooms during the COVID-19 outbreak. The findings revealed that the flexibility of online assessment, immediate feedback and encouraging self-regulated learning are among the advantages and technical problems, technology dependence and technology literacy are among the challenges of technology-enhanced assessment. The findings indicated that while technology-enhanced assessment has a positive impact on learners' performances, learners have various attitudes towards e-assessment that need to be addressed in future studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01