An investigation into the online language teaching and assessment practices during COVID-19

Abstract

Due to a growing number of casualties, company and school closures, and a lack of social connections, the COVID-19 pandemic has resulted in a number of unanticipated challenges. As a result, to cope with these challenges online education served as a great way for bridging the distances through digital tools. With the purpose of an effective and quality online learning, all stakeholders involving active implementers of educational programs, namely teachers and students in addition to administrators should be aware of its benefits and drawbacks. To this end, the current study attempts to uncover the perspectives of ELT instructors about online language teaching and assessment through a qualitative research design. The results showed that online language assessment and teaching was considered as inevitable by all participants, thus making it necessary to employ efficient methods for designing and administering online assessment, and interpreting the scores. On the contrary, a long list of challenges and problems were noted by the respondents including academic misconduct, difficulty of proctoring, open to manipulation, validity and reliability concerns. The study ends with practical implications for teacher training programs and further research ideas.