With the wave of the pandemic in the recent years resulting in a sudden shift from offline learning to online learning sessions, assessments had been revised to adapt to the changes. This study was conducted with the aim of eliciting the lecturers’ and students’ perspectives on the difficulties faced by them in the implementation of online oral presentation in Malaysian English classrooms. This study employed a qualitative approach by interviewing 15 students and 6 instructors on the practice of online oral presentation assessments. The data were analysed employing thematic analysis. It was found that the challenges faced by the lecturers were in terms of providing feedback and number of students, while time management, practice arrangement, technical problems, and lack of feedback were the challenges faced by the students. This study recommends the faculty and the management to look into these issues so that both lecturers and students could optimise their time and materials for teaching and learning purposes. It is also suggested to consider the perspectives from the faculty and management for future research as they are the decision makers towards the curriculum.

Online assessment has become prominent in the education system. However, the implementation of CBLT has posed different challenges faced by students in completing the assessment. Therefore, the present study aimed to find out students’ perceptions on the implementation of CBLT and its challenges, to determine the significant differences between the implementation of CBLT and faculty clusters. This study utilised a quantitative research approach. The questionnaire employed in this study was adopted and adapted from previous studies with 3159 students from a population of 4600 who enrolled for ELC121. The data was analysed using Statistical Package for the Social Sciences (SPSS v27) and were reported for mean, standard deviation, and ANOVA. The findings show that the students were positive towards the implementation of CBLT and there were significant differences of perception among faculty clusters. Thus, the future teaching and learning process should integrate the use of technology.