Implementing online assignments for assessment in traditional classrooms, teachers and students attitudes: the case of master one students of english at the english department Larbi Ben M’hidi University
| dc.contributor.author | Benkhonata, Naziha | |
| dc.contributor.author | Azeroual, Djihed | |
| dc.date.accessioned | 2024-05-19T22:59:04Z | |
| dc.date.available | 2024-05-19T22:59:04Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | In the past, students used to do assignments on paper and engage in paper discussions. However, with the advancement of technology, we now have the ability to utilize online platforms and tools to create assignments and make them available on the internet. The integration of online assignments in EFL (English as a Foreign Language) teaching has also become prevalent in traditional classrooms. This research utilized a qualitative approach through the use of a questionnaire to gather data and understand the perspectives of teachers and students on using online assignments to assess student performance. The questionnaire was designed to capture participants' views, opinions, and experiences related to online assignments in EFL teaching. The questionnaire consisted of a series of open-ended questions that allowed participants to provide detailed and descriptive responses. The questionnaire was distributed to a population of 135 students, out of whom 45 were Master's students, and 16 teachers in the English department at El Arbi Ben M'hidi University. The participants were selected based on their relevance to the research topic and their experience with online assignments in an EFL context. The findings from the questionnaire revealed that the students held positive views regarding the use of online assignments. They expressed appreciation for the immediate feedback provided through online platforms, as it was seen as a valuable tool for enhancing their knowledge and learning experience. They perceived online assignments as a beneficial approach that facilitated their understanding of the subject matter. However, teachers' neutral position on the effectiveness of online assignments compared to traditional ones may be attributed to the reported lack of attention given to online assignments in EFL teaching. Based on the findings, it is recommended that teachers integrate online assignments into EFL teaching to foster motivation and active learning while also addressing the reported lack of attention given to online assignments. | |
| dc.identifier.uri | http://dspace.univ-oeb.dz:4000/handle/123456789/19387 | |
| dc.language.iso | en | |
| dc.publisher | University of Oum El Bouaghi | |
| dc.subject | Online assignments; Online assessments; Traditional classroom | |
| dc.title | Implementing online assignments for assessment in traditional classrooms, teachers and students attitudes: the case of master one students of english at the english department Larbi Ben M’hidi University | |
| dc.type | Other |