EFL Teachers’ Formative Assessment Challenges and Strategies in Online Teaching. A Case Study of Voluntary EFL Teachers who Teach Third-Grade Learners of High Schools in Algeria
| dc.contributor.author | FOUCHAL Celina | |
| dc.contributor.author | FOUDILI Maroua | |
| dc.date.accessioned | 2024-02-07T09:36:43Z | |
| dc.date.available | 2024-02-07T09:36:43Z | |
| dc.date.issued | 2021 | |
| dc.description | 62 p. : 30 cm. (+ CD-Rom) | |
| dc.description.abstract | The current study is concerned with a case study of EFL teachers’ formative assessment challenges and strategies in online teaching with third-grade learners of High Schools in Algeria. It is intended to determine EFL teachers' obstacles faced during an online formative assessment, and the techniques used to overcome them. Furthermore, it identifies online formative assessment’s procedures followed by EFL teachers before, during, and after its implementation. To reach the aforementioned objectives, we rely on Sangi’s (2007) e‐assessment procedures checklist (EPC), as a theoretical framework. Besides, to proceed in our inquiry, we have adopted mixed method research, combining both qualitative and quantitative methods for data collection and data analysis. In our study, we have used a questionnaire administered to sixteen EFL teachers, an interview conducted with three EFL teachers, and we observed six online sessions with two EFL teachers on the Zoom platform. In order to analyze the collected data, we have used descriptive statistics method for the quantitative data, and qualitative content analysis (QCA) for the qualitative data. The results of the investigation demonstrate that EFL teachers face several challenges during the online formative assessment, including cheating attempts, learners’ authentication, and internet issues for both teachers and learners. At the same time, there are different methods that can be used to overcome them such as scheduling a pre-session to train learners and using a timer during the assessment. In addition to that, the analysis of the results shows that teachers have positive and negative attitudes due to the advantages and disadvantages of online formative assessment | |
| dc.identifier.citation | Didactics of Foreign Languages | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/22792 | |
| dc.language.iso | en | |
| dc.publisher | Université Mouloud Mammeri | |
| dc.subject | Challenges | |
| dc.subject | EFL teachers | |
| dc.subject | Online formative Assessment | |
| dc.subject | Zoom platform | |
| dc.title | EFL Teachers’ Formative Assessment Challenges and Strategies in Online Teaching. A Case Study of Voluntary EFL Teachers who Teach Third-Grade Learners of High Schools in Algeria | |
| dc.type | Thesis |