Integrating Digital Tools in English Language Assessments: Insights From Tertiary Education
DOI:
https://doi.org/10.17507/tpls.1510.17Keywords:
assessment, technology, tools, pedagogyAbstract
Assessment plays a pivotal role in instructional design, significantly influencing students' language acquisition. Effective assessment can help students identify their strengths and weaknesses. In modern education, technology's integration into pedagogy is imperative. When combined with assessment strategies, technology becomes an invaluable asset, fostering personalized and adaptive learning experiences. Recognizing its potential within assessment frameworks is essential for optimizing educational outcomes. This research article aims to examine the role of tools and technology in the assessment of English as a Second Language and their impact on higher education. The objectives of the study are to identify the role of technology in language classrooms, familiarize the students with the systematic usage of digital tools through blended classroom techniques, and enhance digital assessment methods. Assessment theories and Technology Integration Models like Theory of Task Technology-Fit (TTF), Theory of Reasoned Action (TRA), Diffusion of Innovation Theory (DOI), Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTATUT), and Technical, Pedagogical, and Content Knowledge (TPACK) were used as the major framework to investigate. Further, qualitative and quantitative research was undertaken and an effective assessment method through tools and technologies is suggested. Limitations and impacts are also studied.
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