The integration of information communication and technology in language teaching has been intensely examined in literature works. However, the study which explicitly investigates the advancement of technology for language assessment in higher education level is still underexplored, particularly in a formative assessment area. To fill that gap, the present study aims at investigating the perceptions of EFL teachers towards technology-enhanced formative assessment and how they implement it in the classroom. This study employs a qualitative case study approach. Of three participants from different universities were voluntarily participated in a semi-structured interview. The interview seeks to investigate the perceptions of teachers towards technology-enhanced assessment, the roles of technology in formative assessment, and the impact of technology on language learning. The findings reveal that EFL teachers view formative assessment as well as technology in a positive perception. They admit that technology is a practical tool that has multiple roles and it is deemed as useful and meaningful platform for assessing students. Finally, technology-enhanced formative assessment gives an impact on students� performance, particularly on language accuracy. The further implications are discussed in this paper.�

Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.

Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.