Assessment Quality, Feedback Literacy, and Academic Integrity in Online EFL Learning: Evidence from Tutor and Student Perspectives

Abstract

With the growing trend of online English as a Foreign Language (EFL) worldwide, tertiary education institutions need to ensure that the assessment, feedback and academic integrity strategies and processes remain effective in their online form. This study investigates the procedures for assessment in EFL that uses online tools through tutor conceptions and learner questionnaire. Methods: A descriptive and psychometric approach was carried out using two independent datasets. The initial dataset included 91 EFL online tutors who completed a 17-item Likert-scale questionnaire on assessment design, feedback practices, assessment challenges, and academic integrity. The second dataset used 219 participants who completed a 35-item instrument measuring assessment quality, feedback literacy and academic integrity. The results showed that tutors rated the dimension of feedback practices highest regarding importance (M = 4.34) and lowest on challenge (M = 3.63), reporting technological limitations as a significant challenge overall. Results: The internal consistency of the instrument evaluation was excellent (Cronbach’s α =. Factor model via exploratory factor analysis and confirmed a four-factor model (C. This research indicates that online EFL assessment is not a one-off task, and it requires improvements in terms of assessment clarity, feedback application, technology usage, and academic integrity.