Online assessment through interactive platforms in an efl context: students’ achievements and teachers’ perceptions

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dc.contributor.authorHamadouche, Mokhtar
dc.contributor.authorGhoues, Mohammed El Amin
dc.date.accessioned2025-04-07T17:36:23Z
dc.date.available2025-04-07T17:36:23Z
dc.date.issued2023
dc.description.abstractThe key role of effective assessment in learning and motivation has been evidenced in a plethora of research. With the advent of technology and the Internet, innovative ways of assessment have evolved resulting in the emergence of a new concept, known as “e-assessment”. The present study aims at investigating online interactive assessment and its effectiveness in measuring the learning outcomes and progress of five third-year English majors from Oum El Bouaghi University (Algeria). The students were assessed on their learning of collocations through a series of tests using specialized interactive platforms. Subsequently, 10 EFL teachers answered a questionnaire about their perceptions regarding the convenience, effectiveness and significance of interactive online assessment after analyzing digital reports of the students’ outcomes. Quantitative analysis of the data revealed a significant improvement in the students’ overall achievements and corroborated the reliability and efficiency of interactive platforms in assessment. Correspondently, all teachers were in favor of using interactive websites and incorporating them in their everyday practice for they facilitate the process of assessment while yielding the most credible results
dc.identifier.issn1112-9255
dc.identifier.urihttp://dspace.univ-oeb.dz:4000/handle/123456789/21605
dc.language.isoen
dc.publisherUniversity of Oum El Bouaghi
dc.subjectcollocations instruction ; effective assessment ; EFL teaching and learning ; electronic assessment ; interactive websites
dc.titleOnline assessment through interactive platforms in an efl context: students’ achievements and teachers’ perceptions
dc.typeArticle
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