Dolescent EFL Learners’ English Assessment Preferences: Emergence of ICT-Based Evaluation

Abstract

The incorporation of technology into education has impacted numerous facets, assessment being no exception. This study employed a descriptive-qualitative methodology to investigate the English assessment preferences of adolescent learners. There were 126 eighth-grade students voluntarily engaged and completed an open-ended online survey about issue under discussion. Through interactive data analysis, gathered data were examined qualitatively. The primary results portray three main findings: 1) in general, the majority of participants tend to prefer written over spoken form of assessment in the English lesson; 2) more participants prefer game quizzes as the assessment preference; and 3) the majority of participants believe English assessment should be differentiated to accommodate learners’ diversity. Presented findings illustrate a pattern indicating English proficiency of learners significantly influences their assessment preferences. Additionally, it is discovered that ICT-based evaluation has emerged among recent adolescent learners. As the results span a vast range of topics, it is anticipated that additional study will be conducted utilizing this research's gaps.