EFL Teachers&apos; Assessment Practices of Students&apos; Interactions in Online Classes: An Activity Theory Lens
Author: Alshakhi, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Student Evaluation,Evaluation Methods,Foreign Countries,Social Theories,Student Participation,Interaction,Distance Education,Educational Technology,Electronic Learning,College Faculty,College Students,Online Courses,Formative Evaluation,Learner Engagement

The present study aims to investigate how EFL teachers assess students' participation and interaction in virtual classrooms. With the sudden shift of many students and teachers around the world transitioning from teaching and learning in physical classrooms to virtual ones, it is critical now to investigate how the process is functioning for teachers and their students. Utilizing a variety of methods, EFL teachers were consulted about the ways they assess and monitor university student engagement in online classes in Saudi Arabia. Activity Theory was adopted as a framework to analyze the relationships and themes that emerged from the study to better understand how each element has the potential to affect all other elements involved. The study used a qualitative approach to collect data from five male EFL teachers with different backgrounds and ethnicities in a university setting. The purpose was to gain insight into their experience of teaching, assessing, and monitoring student engagement in an online setting. The study investigates the difficulties and challenges EFL teachers encounter when engaging and assessing students in an online classroom, what strategies EFL teachers use to engage students in an online classroom, and how EFL teachers assess students in an online classroom. The data was collected from the teachers' personal experiences and reflections on their process by collecting a written pre-reflection, a two-week journal of their teaching experience, a written post reflection, as well as follow-up interviews after submitting the data. Eight themes emerged from the data highlighting the importance of using grades as a form of extrinsic motivation by attaching points to tasks and assignments to encourage participation, implementing teacher training sessions to ensure all teachers are prepared to teach and conduct their lessons online, and the reconciliation of teacher/student expectations in an online environment. By understanding how different elements involved in teaching, assessment, and engagement are interconnected, it is possible to change the outcome in a particular context. The study takes the stance that assessment for learning (AFL) as opposed to assessment of learning (AOL) would be more beneficial for students and teachers, especially when teaching and learning online. Assessment for learning encourages more teacher/student interaction and helps to motivate student participation. Assessment for learning encourages collaboration between teachers and students and creates a more open and democratic atmosphere. Teachers are able to provide clear targets to assist students in meeting their goals. The study also offers recommendations and pedagogical implications for the EFL context in assessment of online interactions and engagement.