Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ASSESSING UNDERGRADUATES’ RECEPTIVE SKILLS IN SECONDLANGUAGE ACQUISITION ONLINE: STUDENTS’ PERSPECTIVE
Rwdnk Rajapakshe1, Dr. L. Wijewardene2
1

Sri Lanka Institute of Information Technology, 2University of Sri Jayewardenepura,
SRI LANKA.
1navodya.r@sliit.lk, 2lishanthi@sjp.ac.lk
ABSTRACTWith the commencement of online teaching since 2020, assessing English language
skills at the Sri Lankan tertiary level has been conducted via diverse online platforms. In
fact, this transit from face to face to online did not leave any alternative to teachers andstudents rather to adopt themselves into this new approach of online English language
teaching and learning. Thus, as part of this learning, assessments play a key role wherenovel approaches are followed to assess undergraduates’ receptive and productive skills
in English. The present study, thus, aims to examine the online assessment of Sri Lankan
undergraduates’ receptive skills in the Sri Lankan tertiary level context. The researchobtained data via an online survey which comprised of both quantitative and qualitative
data given by a systematic random sample of 45 first year undergraduates, who follow asimilar English language course, representing a government and private university. The
results of the study revealed that the selected undergraduates consider assessing theirreading and listening skills have positive impacts on their competency though majority
prefer assessing reading skills physically rather than online which contrasts withassessing listening skills. Thus, educational practitioners should come up innovative
strategies on how online reading can be assessed effectively since the universities in Sri
Lanka seem to continue their delivery online till further notice.
Keywords: assessing, receptive skills, second language acquisition, perspective,
undergraduates

INTRODUCTION
Language learning requires developing the competency of both receptive and productive
skills, which are listening, reading, writing, and speaking respectively. In par with thislearning, the level of competency reached is assessed as in formative and summative
assessments. The result is utilized for focusing more on revising the lesson delivery
accordingly and students’ self-evaluation on developing their skills further. Similarly in Sri
Lanka, English is taught as a second language from the primary grades and as being alanguage there should have been sufficient exposure of all the four skills to be competent inlanguage. Though all skills are equally essential, reading and listening skills have been given
less priority in the secondary and tertiary level (Jayasundara, 2014). These skills should
mainly focus on the aim and type of the task, skills and strategies required for comprehension
on the topic. Moreover, both these receptive skills can be developed with the context, forinstance, the gist of a certain topic is not only to be found in the sentences or statements
rather it can be understood from a learner’s prior knowledge as well. Moreover, it has been
discovered that having poor skills in reading and listening can cause due to the shortage ofcognitive and comprehensive skills, or due to unawareness in vocabulary or curriculum(Blachowicz, 1999).
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With the approach of online teaching worldwide, Sri Lankan higher education sector also
took the initiative in shifting to this online delivery. This includes English language course
which is offered as a core module during the first year at both public and private universities.
Subsequently, the assessing the mentioned four language skills in second language
acquisition at the tertiary level in Sri Lanka, has had no other alternative rather to adopt into
online assessments. Online assessments with regard to second language acquisition at thetertiary level vary from quizzes to games. Thus, a suitable e learning platform is incorporated
based on the type of assignment given. An e learning platform is an online learning platform
which has provided space for pedagogical content and instructions. Most of these can be usedeither by signing in or not without any charges (ID Tech, 2020). These assessments are being
used for both formative and summative categories.
Though there are studies conducted on the incorporation of technology to assess
undergraduates’ online learning (Baleni, 2015; Ebrahimzadeh & Alavi, 2017; Johnston,2004) less focus has been given on the students’ perspectives on these assessments conducted
to evaluate their receptive skills: reading and listening, especially in the Sri Lankan context.
Thus, the present study inquired the students’ perspective on assessing their receptive
language skills. Specifically, they were inquired on the adoption of technology to assess theirreading and listening skills in English and whether it affects their second language acquisition.
Furthermore, assessing students’ receptive skills effectively ascertains whether a learner who
has scored a low has specific problems pertaining to these receptive skills. Online educators
also need a systemic approach to address such problems once they have been identified. By
having effective assessments on these skills will lead to their productive skills since howcompetent students become in comprehending a topic by reading and listening will facilitate
them in putting forth that knowledge gained into their daily writing and speaking in English.
The findings of the research will become feedback on the prevailing assessment strategies
used which can be used to examine the effectiveness of those assessments, to prevent any
hindrances students might be experiencing, and to see whether any revision is required to
improve the selected student groups’ reading and listening in the tertiary level education.
LITERATURE REVIEWThe year 2020 brought with it many challenges in every area of life both locally and globally,
including the education and higher education sectors, with the COVID-19 pandemic, bringing
all operations and activities in schools and universities, to a grinding halt, and workplaces andeducational institutions were closed to avoid the spread of the COVID-19 pandemic, which
led to many challenges (Wijewardene, 2021). The pandemic has negatively affected theeconomy, social life, and educational facilities and services around the world (Cakin, &Kulekci Akyavuz, 2021; Farooq et al., 2020; Niemi & Kousa, 2020; Nnebedum, Obuegbe, &Nwafor, 2021; Paudel, 2021; Unger & Meiran, 2020). Learning and teaching processes have
faced several challenges during this pandemic (Crawford et al., 2020). Hundreds of students
have been affected because of nationwide lockdowns, which have taken place in the vast
majority of the world’s countries (UNESCO, 2020). Due to the severe effects of thepandemic, educational institutions were forced to shift their courses away from a face-to-faceapproach to online classes in a bid to restrict the spread of the coronavirus. As a result, the‘lecturing mode’ pendulum swung from face-to-face delivery to the online platform causing
decision makers as well as instructors, to initiate and explore aids and resources fortransferring face-to-face courses to online teaching (Wijewardene, 2021).
Online learning is more convenient since it permits students to learn at their own pace and intheir own time (Sit et al., 2005) and post-COVID, online education would remain an
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important channel for the delivery of tertiary education. Several technological tools andmaterials have been used in online courses to activate learning and instructional processes
during the COVID-19 pandemic, such as Zoom, Microsoft Teams, Moodle, Blackboard, andGoogle Classrooms. The selection of the technological tools to be used was based on theirconvenience for the instructors or administrators and/or the availability of the tools (Kaur,2020).
Online education enables continuous learning without spreading COVID-19, saves time andphysical space in delivering course content, facilitates information sharing and on-demandlearning, and provides flexibility in teaching delivery (Hayashi et al., 2020).
It is an imperative that educational institutions must persist in addressing several short-term
online learning issues and challenges, such as those regarding pedagogical practice and longterm effects, such as budget cuts, the failure to meet students’ basic needs, and mental healthissues (Ajlouni & Almahaireh, 2020; Araújo et al., 2020; Yang et al., 2020). However,according to Rajab et al. (2020), other critics have expected a constructive (positive)
influence of this pandemic. They anticipated that it would lead to wider online- andtechnology-based educational acceptance. The practices of online learning can significantly
encourage educational equity through offering flexibility in terms of the learning place andtime; enhancing administrative, communicative, and educational qualities; and supporting
learning using limited resources and infrastructure (Isaac et al., 2019).
The speed of adaptation to online learning is specified by students’ learning abilities in
addition to different psychological and technological factors (Novikov, 2020). The efficiency
of online learning varies between educational institutions around the world, and it will be
more efficient in digitally advanced countries and less efficient in rural, marginalized
communities and in countries that are used to handling academic and administrative activities
with a more face-to-face approach (Basilaia & Kvavadze, 2020; Salam et al., 2017; Wains &Mahmood, 2008).
In online learning, technology is used as a tool to bridge the gap and acts as the medium ofdelivery for the teaching and learning experience to make it more interactive for learners,
although teachers and their students are separated by a physical space. This new mode of
instruction provides students with appropriate flexibility, and it can be performed at any timeand in any place without the need to be on a campus (Jaradat & Ajlouni, 2021). However,there are many influences that impact the effectiveness of an online learning environment,
including distractions and family obligations, time management skills, motivation, and theavailability of resources (Kalman et al., 2020). In addition, several challenges exist regarding
the development of learner-centered settings, such as those concerning academic staff
members who progressively require higher levels of technological competency andproficiency in addition to their regular academic workloads (Gillett-Swan, 2017; Swan, 2005).
Though Wang (2015) finds that diverse methods of assessments develop learners’ listening
skills and provide a comprehensive awareness on the task in listening, the study has not
focused on online assessments and the sample does not focus on first year students. Thus, thepresent study addresses these gaps with regard to the Sri Lankan context. Furthermore, thestudy conducted by Wang (2015) is not specified to English language teaching which isaddressed in the present study.
Furthermore, listening assessments have to be realistic (Sevilla Morales and ChavesFernandez, 2019), so that they facilitate the learners by providing prospects for them toincorporate their listening skill. Consequently, such assessments become more consistent,
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valid, and realistic. The gap in the study is that it has addressed only learners following a
listening comprehension class. However, this has been conducted in an international context.
Thus, the conclusion cannot eb generalized. Thus, the present study examines this with asample selected from the Sri Lankan student context representing the selected target
population.
As per the research carried out on those who sat for Cambridge English Qualification in 2015
(Galaczi, 2022), the connection between listening and reading is 0.75, which means that alearner who scores high in the listening test has a tendency in scoring high in the reading test
or vice versa. The study furthermore mentions that the communicative ability of one skill
cannot be inferred either from the performance of another skill or assessing learners’
awareness in grammar, and vocabulary. However, since the study has not been examined in
the local context, the present study addresses the gap by focusing a government and private
student cohort in the Western province following a similar language course in their respective
faculties.
Megat-Abdul-Rahim et al (2021) have found out that undergraduates believe that online
learning is advantageous and that learning via such a communicative mode is motivating andstimulates their learning to occur at their own pace. This conclusion has been arrived basedon online listening and speaking and it does not apply for online reading. Thus, the present
study addresses this gap with regard to the selected Sri Lankan cohort of private and public
undergraduates. Megat-Abdul-Rahim et al (2021) further points out that in online learning the
educator has to be adoptive to different learning styles and cater them using technology
accurately. In fact, during online teaching, a lecturer plays the role of a facilitator who allows
learners to be engaged in their work creatively and autonomously, provided that various
strategies are designed for allowing learners’ interaction, discussion, and thinking skills(Megat-Abdul-Rahim et al, 2021). Consequently, diverse cognitive strategies are enhanced
which are significantly required in the professional field (Megat-Abdul-Rahim et al, 2021).
Furthermore, Megat-Abdul-Rahim et al (2021) highlighted the importance in examining
learners’ perspective on this online learning and suggested that the students’ interest can be
stimulated by visual aids and narrative openers when commencing a lesson.
Moreover, the study conducted by Jaehan Park et al (2014) examine undergraduates’ attempt
to comprehend meaning during online reading in second language acquisition. Theirobjective has been to study the modes followed by learners for obtaining information during
online reading in (Jaehan Park et al, 2014). As per their conclusion, undergraduatescomprehend meaning of a particular online reading text mainly via their prior knowledge on
diverse online and offline resources. Additionally, it has been concluded that students follow
their own strategies to construct meaning during online reading (Jaehan Park et al, 2014).
However, since the said study has not been examined in the Sri Lankan context, the present
study addressed that with regard to the selected faculties.
Another study (ManonReiber-Kuijpers et al, 2020) on online reading in second language
acquisition, evaluated literature as the research methodology and presented some features ofsecond language online reading approach. The first feature is the accessibility and selectionof original texts and online tools (ManonReiber-Kuijpers et al, 2020). As the second feature it
is concluded that online reading activities evolve around diverse objectives, texts and student
interaction (ManonReiber-Kuijpers et al, 2020). As the final feature, ManonReiber-Kuijpers
et al (2020) conclude that online readers in second language acquisition include learners’
language competency and their prior knowledge on the lesson, and vocabulary. According to
the said researchers (2020), all these features develop students’ interaction andcomprehension though extra skills, and strategies relate to retention and intensity are required.
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Moreover, according to Kujipers et al (2020), when students engage more in online reading
they tend to follow and prepare for online reading strategies, which causes better
comprehension. However, the study (ManonReiber-Kuijpers et al, 2020) also discovered thatthe strategies used by the students differ from the strategy expected by the teacher. Thus, theresearchers suggest that more focus should be given for special features on online reading insecond language acquisition with regard to teachers’ viewpoint. Thus, the conclusion arrived
is not locally examined, which is addressed from the present study.
In research from Esnara (2021), listening competency of undergraduates in a state university
is examined, in order to discover errors that occur frequently as well as complexities
confronted in listening online. The findings depicted that those learners have a soundcompetency in listening. However, it is also concluded that sometimes learners becomecomplexed with some listening activities which is due to the issue they had pertaining toconcentration and the retention capacity Esnara (2021). Furthermore, Esnara (2021) identifies
that the transition from face to face to online learning due to the pandemic affects learning
strategies which have not been recognized earlier. However, since the research has not been
conducted in the local context and has only focused on online listening, the present study
addresses those gaps by selecting a sample from the local higher educational sector andfocusing on online reading as well.
According to Gilakjani & Sabouri (2016), listening is one of the significant skills in second
language learning. As per the perspective of Gilakjani & Sabouri (2016), undergraduates lack
this skill since it is not much prioritized compared to the other three skills. Thus, it ispresumed that when teachers are mindful on the issues learners are experiencing, they can
assist the learners in enhancing productive approaches to listening and then resolve thelistening challenges to develop the listening comprehension skills Gilakjani & Sabouri (2016).
However, the said study has certain gaps has not focused on the undergraduates’ perspectiveon the topic, and the context is not Sri Lankan, which causes the present study to addressthese gaps by selecting the sample following a similar English language course at the Sri
Lankan context, Business Management faculties representing two government and private
universities (Gilakjani & Sabouri, 2016).
Mahapatra (2021) in his research examines online formative evaluations at three universities
in India, Bangladesh and Nepal and how feedback is provided. Based on the data gatheredfrom observing classes, conducting interviews, and analyzing documents, it is concluded thatteachers facilitated the learners by conducting diverse formative assessment methods,
although they did not incorporate the results obtained from those assessments accurately
which left certain areas unresearched (Mahapatra, 2021). In fact, the study concluded that thestrategies followed to provide feedback with the incorporation of technological tools are
consistent and benefit the learners (Mahapatra, 2021). However, these findings have to beverified whether they are applicable in the local tertiary level context as well, which is why
the present study focuses on a group of students who follow a similar language course during
their first year in two state and non-state sector universities at the Western province.
Sands (2018) conducted the study to examine the effect of learning online from home has onlearners’ reading skills. The study’s conclusion is that learners developed their reading skills
in online learning due to the usage of technological devices (Sands, 2018). However, thestudy focused only on school learners, not with undergraduates, and that is also in theinternational context. In addition, the research does not focus on online listening, thus, allthese gaps are addressed in the present study.

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According to Hyosang (2013) there are diverse styles of online reading followed by graduates
in several Chinese universities. Data collection takes place as a result of two reading
activities along with pre and post interviews (Hyosang, 2013). Based on the analysis, thestudy concludes that following modes are utilized by competent learners: sources which is
linked with background knowledge, analytical approaches, autonomous and significant
reading (Hyosang, 2013). In addition, leaners are noticed to be code switching during online
reading comprehension activities (Hyosang, 2013). However, it has to be examined whether
these findings apply for a Sri Lankan context as well, which is addressed in the present study.
Alibakhshi, G., & Sharakipour, H. (2014) further examines how self-assessment affects
learners’ performance in their receptive skills. Data collection occurs from an experimental
and controlled group of Iranian students, in which the experimental group is allowed to assess
their own learning, followed by a posttest (Alibakhshi, G., & Sharakipour, H., 2014). The
conclusion is that self-assessment substantially developed writing and listening skills of thelearners, though, self-assessment affects listening skills lesser compared to reading skills(Alibakhshi, G., & Sharakipour, H., 2014). Alibakhshi & Sharakipour (2014) further suggestthat self-assessment can be utilized replacing regular assessments conducted by the teacher
and this would assist second language learners to facilitate their reading and speaking skills.
However, the sample of the study is not from a Sri Lankan context which creates a gap in the
study and the focus has only been given for assessing autonomously, thus, these gaps are
addressed in the present study.
Jehma & Methakunavudhi (2021) in their study on competency of undergraduates’ English
language listening and reading skills examined the factors which affect the said skills. As per
the key findings Jehma & Methakunavudhi (2021) mention that all variables: institute, gender,
academic year) affect the receptive skills of the leaners.
With regard to the effect Mobile-assisted language learning (MALL) has on English language
receptive skills, Asad (2021) examines the perspectives and practices of the undergraduates,from which it is concluded that the selected learners are in favor for practicing their English
language reading and listening skills via their mobile devices. In fact, out of the two skills,
the undergraduates mentioned that they tend to use their mobile devices more for practicing
reading skills compared to listening skills (Asad, 2021). Since the study analyzed data
specifying the gender, it is discovered that female learners do not engage much in using
MALL to develop their reading and listening skills’ competency unlike male undergraduates(Asad, 2021). Nevertheless, the study has had an international sample and the attention has
been given into only MALL, thus these gaps are addressed by the present study, where it isexamined how much can these findings be applicable to the Sri Lakan context and what are
the other platforms or devices which are used by students to develop their English language
receptive skills.
(McIntyre et al., 2017) It has, in fact, been emphasized that it is essential in recognizing andchoosing suitable assessment strategy and approach, which would facilitate learners’
receptive skills. According to McIntyre et al (2017), an assessment has to be planned,
implemented, used to examine the development of interferences assisting the development ofreading and listening skills in leaners, specially when they possess various learning styles.
However, this study has not been focused on online learning, thus, it is important to examine
whether these findings are similar in online mode as well, which has been addressed from thepresent study. In addition, since McIntyre et al have arrived the said conclusion based on thedata collected from secondary school learners in the international context, whereas thepresent study examines this with a local group of undergraduates selected from a state andCopyright © 2022

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non-state university in the Western province, following a common English language course
online.
Fitriyah, I. & Jannah, M. (2021)’s study on how online assessments affect for English
language learning, according to the viewpoint of students and teachers, concludes thatassessing online has both pros and cons. However, learners prefer online assessments
compared to teachers, though this entire mode of learning has been a novel approach for theselearners and teachers (Fitriyah, & Jannah, 2021). Fitriyah and Jannah (2021) have further
identified that online assessments mainly affect the suppleness, knowledge development in
preparation of the assessment, level of language enhancement and self-learning, level ofbuilding up the student teacher rapport of the language evaluation. Furthermore, it has beenemphasized that teachers should plan these evaluations after considering possible benefits
and drawbacks of these evaluations and design assessments which facilitate language
learning. However, the study has focused on both productive and receptive skills in general,but that is only on Indonesian undergraduates which does not allow the conclusion to begeneralized. Thus, the present study addresses this gap by examining on assessing receptive
skills online regarding a group of Sri Lankan sample of state and non-state sector
undergraduates following a similar language course in their first year.
Yu et al (2021) in their study concludes that teachers rely on listening tasks given in the
textbook as assessments, though students’ competency is evaluated based on those learners’
skill pertaining for effective communication, rather assessing learners’ capability inanswering the tasks with comprehension. Consequently, learners note a difference between
how they are assessed, and the way instructions are given, and the language utilized during
evaluations and the one used in real life (Yu et al, 2021). Even though, the study has arrived
at several significant conclusions, they are based on an international context, which makes
the findings uncertain, and the study has not specified online assessments as well.
Furthermore, then study has followed a qualitative method via observations and interviews.
Thus, these gaps have been addressed in the present study.
When evaluating literature conducted on assessment modes followed for listening
comprehension, Kartal & Simsek (2017) discover that usage of audiobooks benefit leaners’
listening competency along with the accurate pronunciation and stimulation. However, thestudy focuses on the perspective of a sample who learn English as a Foreign Language (EFL)at a Turkish university. Though the research methodology has been followed both
qualitatively and quantitatively via test scores and a survey, the study only examines thecompetency in listening at face-to-face lectures, unlike the present study which examines theassessment strategies used for online listening. Since the study conducted by Kartal andSimsek (2017) is based on an international context, the present research evaluated how theconclusion reached from the previous study is similar to the Sri Lankan context and expands
the research for students’ opinion on assessing their reading skills as well.
Not only assessing, but it is also essential to examine how learners are provided withfeedback for the development of their receptive skills. Thus, Pérez-Segura et al (2020)
evaluate the effect of using Audience Response Systems (ARS) in English lessons comparedto lessons which do not incorporate such systems. The conclusion they have reached is thatwhen learners are provided with individual feedback, following the assignment, that aids todevelop their reading and listening skills. Since the study has been conducted with school
learners, and in the international context, the present study examines this topic with a groupof Sri Lankan undergraduates who have adopted themselves for online learning as result of
the pandemic.
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Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Overall, after evaluating both international and local literature, it is evident that examining
students’ perspective on assessing their receptive skills in online English language learning
has not been sufficiently conducted with regard to the Sri Lankan tertiary level context. Thus,
the present study is conducted to address the existing research gap in the field.
METHODOLOGY
McMillan (2004) claims that a questionnaire is mainly used in pedagogical research. In fact,
an effectively designed questionnaire examines the sample’s opinions, values, and otheraspects to obtain the overview of the phenomenon which leads to reach a conclusion on the
research problem. Therefore, the present study utilizes an online questionnaire survey to
examine the students’ perspectives on assessing their receptive skills during online English
language teaching. The questionnaire was created online, and the link was emailed to theparticipants.
Overall, there were 29 close and open-ended questions: multiple choice, Lickert scale andshort answer type questions which aimed in obtaining both quantitative and qualitative data.
The questionnaire was divided into two topics as reading and listening. The questions mainly
inquired on the most preferred online resource to acquire the specific skills, types of activities
and assessments conducted during synchronous and asynchronous learning, most preferredassessment style: collaborative or individual, types of reading and listening comprehensions
used in class, instructed or self-regulated strategies used to assist learners in constructing
meaning and comprehension during online reading, having prior knowledge on computer
skills, information accumulation, verification and knowledge construction, difference seen in
online reading vs traditional or in class reading and the most preferred mode along with thereasoning, difficulties or challenges faced, and finally the impact of online tasks have towards
the development of their receptive skills.
The sample for this study was selected via convenience sampling. In fact, first year
undergraduates following a similar English language course at the Faculty of Business
Management in a government and private university in the Western province. The priorapproval was obtained from the respective Deans before contacting the students via email. In
fact, the sample was selected systematically which represented half of the target population.
In total, 24 participants provided their data for the analysis of this study. Prior answering thequestions, they were informed of the purpose of the study and their responses were taken only
for data analysis purpose. The average time participants have taken to fill the form isapproximately 13 minutes.
DATA ANALYSIS
As per depicted, majority of the students prefer e books to read while with regard to listening
the majority prefers watching films. These findings let the teacher decide on selecting thesetypes of resources when assessing these receptive skills. It has been revealed that reading
online books as one of the best strategies to develop students’ reading skills (Jayasundara, J.
M. P. V. K., 2014).

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Most preferred online source for acquiring reading and listening skills
songs

5% 14%
0%
4%
9%
9%
36%

23%

news
lecturesfilms
TV series

Figure 01

Figure 02

Then, the study examined the types of online assessments used to evaluate the said skills andthe following figures illustrate how often these methods are used in synchronous andasynchronous learning.
Assessment types used to evaluate reading and listening skills in synchronous andasynchronous learning

Figure 04
During the class time, reading skill is mostly assessed via skimming whereas outside the classtime the skill is assessed in skimming,scanning and inference. However, lesser concern isgiven for context clues in both synchronous and asynchronous leaarning assessments.

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Figure 05
With regard to assessing listening skills, listening for gist, context for meaning and intonation
are used less though in asynchronous listening assessments it is following directions andrecognizing communicative functions of utterances. However, in both the learning modes,
listening for specific information is used mostly as an assessment type.
Moreover, the study inquired how these assessments are mostly conducted and as per the
responses given by majority of students assessing reading mostly happens as a collaborative
work while listening is mostly assessed individually.
Strategies used to help in constructing the comprehension during online reading andlistening. (Figure 06)

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Assessments not only evaluate the competency rather they have to be used to facilitate
students in constructing the comprehension on the respective topic as well. Therefore, aspresented in Figure 06, students are then inquired on strategies used by the teacher to help
them in constructing meaning from the online assessments. For that, many have mentionedthat being selective and recognizing essential facts frequently used though the speed oflistening and using prior knowledge are not practiced.

Figure 07
With regard to reading assessments, as depicted in Figure 07 the strategies which arepracticed less are speed reading and note taking while reading.
Difference in online and face to face learning of the receptive skills
Since these transformation from face to face to online delivery occurred suddenly, the present
study inquired on the difference students see in these assessments now being conducted
online. Following is a common response given by the sample: “Concentration is distracted in
online classes as a result of power cut and network issues” Thus, it is evident that thesetechnological distractions mainly affect the online assessment of these receptive skills.
Impact on the said skills

Figure 08
Finally, the study inquired how these online assessments impact on developing thesereceptive skills, to which majority has responded saying that there is a positive impact. Whenexamined in depth, concerning the reading skills, majority of the students believe that online
assessments on reading skills have benefitted learning new words and improving thecomprehension (Figure 08). On the other hand, by assessing listening skills online students
have benefitted mostly to focus on the sounds, distinguish words, learn new words andimprove the accent (Figure 09).
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Figure 09
CONCLUSION & RECOMMENDATION
When analyzing the results, the study discovered several key findings. One such finding is
the less encouragement given in using context clues which is crucial for effective reading
comprehension. These diverse types of assessment and instructional strategies are required todevelop the reading skills of the undergraduates (Dissanayake, 2018). Same has occurred inlistening assessments as well. In addition, students mention that they are not much tested onunderstanding the gist of the topic when evaluating their listening skills. Rather they mostly
test on listening for specific information.
Another key finding is that the difference in the frequent mode of conducting the online
assessments of the two skills: when reading skills are assessed mostly as a collaborative work,
listening skills are assessed based on the individual performance.
It is known that online assessments have to facilitate students in constructing knowledge andwhen that is inquired, many have responded saying that their reading assessments do not
encourage speed reading while listening assessments do not facilitate speed listening as wellas incorporating students’ prior knowledge. Apparently, second language learners utilize theirprior knowledge of offline and online reading resources to develop their online reading skills(Park, J., et al. 2014). Moreover, Lim and Khalifa (2013) have concluded that the link
between the assessments and ‘external realities’ is necessary because these realities provide
context for these assessments, which develops the comprehensibility of the assessments(Papageorgiou et al., 2019).
The difficulty these students experience in these online reading and listening assessments isthe network hindrance which causes them to concentrate on the task.
However, to sum up it can be concluded that both online reading and listening assessments
are considered as beneficial though their learning is hindered due to network connectivity
issue. In fact, it has been discovered that online reading comprehension has more benefits
compared to physical reading which occur in traditional classroom atmosphere (Zidat, Samir& Djoudi, Mahieddine, 2010). This is further emphasized by Yulia et al where they haveconcluded that online assessments improve learners’ competency in these receptive skills in
addition to speaking (2019). Kiili et al. (2018) also discovered that assessing online reading
skills are important for effective analysis skills which are required in online reading.

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The conclusion of this study cannot be generalized since it focused only on the selected groupof students at the two universities. Thus, future research is required with a more diverse
sample and teachers’ perspective on these assessments as well.
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