An Analysis of Technology Usage in Formative Assessment in English Language Classroom: Teachers’ Experience
Abstract
The purpose of this research is to analyse the use of technologies in formative assessments in English language classroom which focus on types of tool, frequency use, challenges, and usage impact in using the tools. The research methodology employs a qualitative approach with a descriptive design. Data were collected through interviews with teachers to get insight about their experiences in using technology applied in formative assessment. The study involved five selected high schools in Indonesia that integrate technology into their formative assessments. Data analysis was conducted using thematic analysis techniques to identify key patterns and themes related to the use of technology in assessment. The results indicate that the use of technology in formative assessment allows teachers to provide quicker and more personalized feedback to students. Additionally, students demonstrated increased motivation and engagement in learning when formative assessments were conducted using digital tools such as Quizizz, Google Forms, Kahoot, Lumio, Wordwall, Instagram, Youtube, Edpuzzle, Quizlet, and Gmail. The conclusion of this study is that technology can significantly support teachers and helps students on the implementation of formative assessment in English language classrooms.
Keywords: Assessment tools; Educational Technology in English Teaching; formative assessment; student feedback
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DOI: http://dx.doi.org/10.30870/aiselt.v9i1.28899
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