THE IMPACT OF DIGITAL-BASED ASSESSMENT TOOLS ON STUDENT MOTIVATION IN EFL CLASSROOM

Nadya Noor Assyifa; Arby Abdillah; Bustanul Arifin; Maulida Rahma; Fika Nabila

doi:10.24235/eltecho.v10i1.25674

THE IMPACT OF DIGITAL-BASED ASSESSMENT TOOLS ON STUDENT MOTIVATION IN EFL CLASSROOM

Nadya Noor Assyifa^(1*), Arby Abdillah⁽²⁾, Bustanul Arifin⁽³⁾, Maulida Rahma⁽⁴⁾, Fika Nabila⁽⁵⁾,

(1) UIN Siber Syekh Nurjati Cirebon
(2) UIN Siber Syekh Nurjati Cirebon
(3) UIN Siber Syekh Nurjati Cirebon
(4) UIN Siber Syekh Nurjati Cirebon
(5) UIN Siber Syekh Nurjati Cirebon
(*) Corresponding Author

Abstract

This research investigates the impact of digital-based assessment tools on student motivation in English as a Foreign Language (EFL) classrooms. The research highlights how integrating digital platforms such as online quizzes, gamification, and automated feedback systems can increase engagement, improve learning outcomes, and foster a more inclusive educational environment. Using a mixed-methods approach, the study combined quantitative data from a questionnaire distributed to 14 EFL teachers and qualitative insights from interviews with 15 educators. The findings reveal that digital assessment tools not only simplify the evaluation process but also increase students' intrinsic motivation by providing interactive, real-time feedback and personalized learning experiences. However, the study also identified key challenges, including limited technological infrastructure, lack of teacher training, and data privacy concerns. Overcoming these barriers through targeted professional development and institutional support is crucial to maximizing the benefits of digital tools in EFL assessment. This research contributes to the growing literature on technology-enhanced language learning, which emphasizes the critical role of motivation in achieving
language proficiency.

Keywords

Digital assessment EFL motivation, technology in education student engagement

Full Text:

PDF 100-113

References

Al Othman, Fadel H. M., and Khaled M. Shuqair. 2013. “The Impact of Motivation on English Language Learning in the Gulf States.” International Journal of Higher Education 2(4):11–15. doi: 10.5430/ijhe.v2n4p123.

Alruwais, Nuha, Gary Wills, and Mike Wald. 2018. “Advantages and Challenges of Using E-Assessment.” International Journal of Information and Education Technology 8(1):34–37. doi: 10.18178/ijiet.2018.8.1.1008.

Arrafi, Mohammad Arsyad University of Leicester. 2020. “Towards Formative Assessment: Exploring English Teachers’ School of Education Conceptions and Practices of Assessments in Indonesia.”

Bahrani, Taher. 2011. “The Implications of the Monitor Theory for Foreign Language Teaching.” Asian Social Science 7(10):281–84. doi: 10.5539/ass.v7n10p281.

Beg, Mirza Sibtain. 2021. “Role of Motivation in English Language Learning: A Real Challenge.” The Creative Launcher 6(4):224–29.

Black, Paul, and Dylan Wiliam. 2009. “Developing the Theory of Formative Assessment.” Educational Assessment, Evaluation and Accountability 21(1):5–31. doi: 10.1007/s11092-008-9068-5.

Chapelle, Carol A., and Erik Voss. 2017. “Language Testing and Assessment.” Language Testing and Assessment 149–61. doi: 10.1007/978-3-319-02261-1.

Creswell, John W. 2011. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th ed. edited by C. Robb. Boylston Street, Boston, MA: Pearson Education,.

Csizér, Kata. 2024. “L2 Motivation and Language Learning.” The Encyclopedia of Applied Linguistics 5(1):1–8. doi: 10.1002/9781405198431.wbeal20432.

Gikandi, J. W., D. Morrow, and N. E. Davis. 2011a. “Online Formative Assessment in Higher Education: A Review of the Literature.” Computers and Education 57(4):2333– 51. doi: 10.1016/j.compedu.2011.06.004.

Gikandi, J. W., D. Morrow, and N. E. Davis. 2011b. “Online Formative Assessment in Higher Education: A Review of the Literature.” Computers and Education 57(4):2333– 51. doi: 10.1016/j.compedu.2011.06.004.

Hattie, John, and Helen Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77(1):81–112. doi: 10.3102/003465430298487.

Lee McKay, Sandra, and James Dean Brown. 2016. Teaching and Assessing EIL in Local Contexts around the World.

Mavroudi, Anna, and Dina Tsagari. 2016. “Language Assessment Literacy Enhancement: Any Room for Technology-Enhanced Language Learning?” Proceedings - IEEE 16th International Conference on Advanced Learning Technologies, ICALT 2016 (November 2015):342–46. doi: 10.1109/ICALT.2016.87.

Negoescu, Alina Gabriela, and Corina Mariana Mitrulescu. 2023. “Using Technology to Increase Students’ Motivation for Learning a Foreign Language.” Internasional Conference KNOWLEDGE-BASED ORGANIZATION 29(2):210–14. doi: 10.2478/kbo- 2023-0059.

Popa, Daniela, Iringo Cora, and Virgil Borcan. 2023. “Improving Motivation in Second Language Acquisition Through Digital Tools.” EDULEARN23 Proceedings 1(July 2023):4916–21. doi: 10.21125/edulearn.2023.1298.

Redecker, Christine, and Øystein Johannessen. 2013. “Changing Assessment - Towards a New Assessment Paradigm Using ICT.” European Journal of Education 48(1):79–96. doi: 10.1111/ejed.12018.

Rintaningrum, Ratna. 2023. “Technology Integration in English Language Teaching and Learning: Benefits and Challenges.” Cogent Education 10(1). doi: 10.1080/2331186X.2022.2164690.

Susyla, Dian, and Sinarman Jaya. 2023. “Digital Assessment in English Language Teaching (ELT): A Systematic Literature Review.” Journal of English Education and Linguistics 7(1):135–56.

Tankersley, Melody, Sanna Harjusola-Webb, and Timothy J. Landrum. 2008. “Using Single-Subject Research to Establish the Evidence Base of Special Education.” Intervention in School and Clinic 44(2):83–90. doi: 10.1177/1053451208321600.

Tomlinson, Carol Ann. 2011. Differentiate Instruction in Mixed-Ability Classrooms.

Ugwu, Chinyere, N; Eze Val, H. U. 2017. “International Digital Organization for Scientific Research IDOSR.” Idosr Journal of Science and Technology 3(1):37–46.

Vebrianto, Rian, Musa Thahir, Zelly Putriani, Ira Mahartika, Aldeva Ilhami, and Diniya. 2020. “Mixed Methods Research: Trends and Issues in Research Methodology.” Bedelau: Journal of Education and Learning 1(2):63–73. doi: 10.55748/bjel.v1i2.35.

Wiliam, Dylan. 2011. “What Is Assessment for Learning?” Studies in Educational Evaluation 37(1):3–14. doi: 10.1016/j.stueduc.2011.03.001.

Wisniewski, Benedikt, Klaus Zierer, and John Hattie. 2020. “The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research.” Frontiers in Psychology 10(January):1–14. doi: 10.3389/fpsyg.2019.03087

DOI: 10.24235/eltecho.v10i1.25674