Jul 2026· Integrated Journal for Research in Arts and Humanities· Vol 6, pp. 361-369· 0 citations· 3 references
Abstract
Performance-based assessment has become popular in the English language classes as an alternative to traditional paper-based tests. It provides learners to have chances of showing how much they know about certain concepts by performing presentations, role plays, portfolio and classroom performance. This paper seeks to investigate the perceptions of EFL learners of the effectiveness of performance-based assessment in the English language learning at Takhar University. In this study, quantitative research design was used, and data were collected through a questionnaire distributed to undergraduate students in the English Department. A simple random sample technique was used to collect data from 52 students (13 from each academic level). The questionnaire included several Likert-scale items, and data were analyzed using descriptive statistics. The results obtained show that there is a positive perception towards performance-based assessment among the participants. Learners perceived that performance-based assessment increased their motivation, active participation, collaboration, improved their language skills and increased their sense of responsibility towards learning. The results further revealed that learners find performance-based assessment to be more effective and authentic compared to other conventional forms of assessment. The findings suggest that performance-based assessment is an important part of the English language learning process in EFL classes. The findings may provide useful insights for language teachers, curriculum developers, and educational institutions seeking to improve assessment practices in higher education.
In line with the changing needs of today’s learners, and the emerging trends towards formative assessment, the aim of this research is to implement formative assessment tools in the classroom to serve as solutions for the problems and the issues already pinpointed through the research questions. The forms and semi-structured questions aim to find out a group of teacher candidates’ perceptions of language competencies, self-identified proficiency levels and deficiencies in language as well as their attitudes towards corrective feedback. This study employed quasi-experimental mixed methods design, which involves academic integrity while working with a specific group. The participants of this research are 60 ITE (Initial Teacher Education) students currently attending ELT (English Language Teaching) Department of a State University. The participants were appointed through purposive sampling. The data collected from the research instruments were processed by means of software programs. Quantitative data were analyzed using a statistical package program, while qualitative data were analyzed through thematic content analysis to acquire descriptive data about the topic. The findings provide strong evidence that contemporary learners increasingly favor interactive, student-centered and technology-enhanced learning environments while also appreciating the provision of corrective feedback.
Donercan Donuk, Emrah Doğan· Mersin Üniversitesi Eğitim F...· 0 citations
It is concluded that while remote learning offers notable advantages in flexibility and student autonomy, it may require enhanced instructional strategies and more robust engagement practices to match the academic outcomes of traditional teaching methods.
The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence and provides practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.
Roswita M. Aboe, Naniek Jusnita, Asrul M. Syawal et al.· Journal of Languages and Lan...· 0 citations
This study is designed to examine EFL students' perception of the use of Poster Presentation Technique in order to develop students' speaking skills at Al-Amirat Secondary School. Naturally speaking is recognized as one of the most difficult language skills for the Iraqi EFL learners because of the lack of real communication opportunities and anxiety of speaking in the classroom. Hence, it is found that the integration of the poster presentation activity as a learning method can be used to improve the students' fluency, pronunciation, vocabulary, self-confidence and communicative competence. Thirty students from the class of Al-Amirat Secondary School in the EFL class are selected for the participants. In order to get the necessary data, a ten-item questionnaire using the Likert scale was made and is distributed to the students to find out their opinions of how the role of the poster presentation activity contributes to the improvement of students' speaking abilities. The questionnaire focused on different aspects of speaking development such as confidence in speaking, idea organization, interaction with peers, decrease in speaking anxiety and motivation to participate in classroom activities. Descriptive statistics such as frequencies, and percentages were used to determine students' agreement with each item on the questionnaire. The results showed that most students had positive attitudes towards the application of the Poster Presentation Technique. The majority agreed that the activities of the poster presentation helped them to organize ideas better, speak more confidently, interact actively with classmates, extend their vocabulary and decrease their fear of making mistakes while speaking English.
Therefore, the findings show that the Poster Presentation Technique is viewed by students as an effective and motivating technique which will help them to participate in the classroom and communicate in EFL. It is recommended that speaking instruction could be more learner-centered by introducing poster presentation activities, as well as to support the development of students' communicative competence in the teaching and learning process.
Haneen Abdul Ghani Hussein· مجلة الفتح للبحوث التربوية و...· 0 citations
Portfolio-based assessment (PBA) serves as a learner-centered alternative to conventional assessment; yet, empirical data from higher education in Afghanistan is still scarce. This research examined EFL students' perspectives of portfolio-based assessment and its influence on learning at Helmand University, Afghanistan. A quantitative descriptive survey approach was used, including 93 males undergraduate EFL students. Data were gathered using a researcher-created 25-item, five-point Likert-scale questionnaire exhibiting exceptional reliability (Cronbach’s α = .928). Data analysis used descriptive statistics, including frequencies, percentages, averages, and standard deviations. The results indicated that students mostly had favorable impressions of PBA, with mean scores between 3.86 and 4.18. Participants said that PBA improved their writing abilities, motivation, self-reflection, learner autonomy, and knowledge of the learning process. Nonetheless, they also recognized obstacles, such as the time necessary to assemble portfolios and the need for more teacher support and formative input. The research finds that portfolio-based assessment is an effective learner-centered method that fosters reflective learning when accompanied by explicit assessment criteria and ongoing instructional feedback. These results have practical implications for EFL educators, curriculum designers, and higher education officials in analogous circumstances.
H. Honer, M. Azimi· Integrated Journal for Resea...· 0 citations
Speaking is a challenging skill that often requires support, making teacher feedback an essential part of EFL speaking instruction. Recent developments in AI have created opportunities for EFL learners to receive feedback during speaking practice. However, in the Vietnamese context, previous research has largely focused on teacher feedback and AI-assisted feedback separately, with less attention to students’ comparative perceptions of the two feedback sources. This study aimed to examine and compare students' perceptions of teacher feedback and AI-assisted feedback in EFL speaking classes. A total of 101 first-year English-major students at University of Transport Ho Chi Minh City participated in the study. An explanatory sequential mixed-methods design was used, combining Likert-scale questionnaires with semi-structured interviews. Questionnaire data were analyzed using descriptive statistics, while interview data were analyzed using thematic analysis. The results showed that students valued teacher feedback for its usefulness (M = 4.21) and clarity (M = 4.13). In contrast, AI-assisted feedback was valued for its immediacy (M = 3.99) and ability to reduce speaking anxiety (M = 3.80). Taken together, the findings suggest that teacher feedback and AI-assisted feedback can play complementary roles in EFL speaking instruction.
Thi Ngoc Han Vo· ICTE Conference Proceedings· 0 citations
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