An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Mahbub, Moh. Arif

doi:10.30762/jeels.v7i2.2060

Cited by 2 publications

(6 citation statements)

References 72 publications

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“…This finding supports Fageeh (2015), who found that time limitations and internet connectivity problems, according to EFL students' perceptions, were the most significant obstacles to using online assessment. In addition, the findings of this study confirm what Sari et al (2020) and Mahbub (2020) stated, that poor internet connection was the most significant impediment to online assessments.…”

Section: Discussionsupporting

confidence: 86%

“…As seen in the above-mentioned studies, integrating technology into EFL classes facilitates the evaluation process; however, a growing number of studies have highlighted some challenges experienced by EFL students and teachers alike (Chiang, 2020;Fageeh, 2015;Mahbub, 2020;Sari et al, 2020). For example, time constraints in Fageeh's (2015) study were the most significant challenge for learners in using online assessments, followed by internet connectivity problems.…”

Section: Challenges Of Online Assessmentmentioning

confidence: 99%

“…According to Chiang (2020), students considered time limitations one of the prominent disadvantages of online quizzes, while, regarding internet connectivity issues as another deterrent from conducting online assessments. Mahbub's (2020) study investigated using Kahoot! with undergraduate students enrolled in the English education program, where although students perceived online assessment as practical, poor internet connection was the only impediment that affected continuous implementation.…”

Section: Challenges Of Online Assessmentmentioning

confidence: 99%

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EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

Alharbi¹,

Alhebshi²,

Meccawy³

2021

AWEJ

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This study highlights students’ and teachers’ perceptions on using Google Forms as a formative assessment tool in EFL classrooms. The study implemented a mixed methods approach where a questionnaire was administered to students and interviews were carried out with English teachers in public secondary schools in two cities in Saudi Arabia. The questionnaire received 354 responses (32 males and 322 females) while in the structured interviews, 24 female English teachers provided their opinions on the advantages and disadvantages of integrating Google Forms into their classrooms. The purpose of this study is to explore students’ perceptions of online formative assessment via Google Forms in terms of perceived usefulness, perceived risk of cheating, and perceived self-efficacy. It also aims to analyze the positives and challenges faced by EFL teachers while using Google Forms as an online formative assessment tool. The results showed that both students and teachers believe that using Google Forms positively impacts students’ learning despite the risk of cheating and demonstrated several limitations with using Google Forms for teachers and students. However, English language teachers are recommended to engage all students in online formative assessment to monitor their progress over the course and design interventions to reduce cheating in online assessment. The present study helps increase the awareness of the positives and negatives of English online assessment in Saudi Arabia.

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Section: Discussionsupporting

confidence: 86%

Section: Challenges Of Online Assessmentmentioning

confidence: 99%

Section: Challenges Of Online Assessmentmentioning

confidence: 99%

See 1 more Smart Citation

EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

Alharbi¹,

Alhebshi²,

Meccawy³

2021

AWEJ

View full text Add to dashboard Cite

show abstract

“…Furthermore, the research applied explanatory sequential mixed-methods because it was initially conducted with quantitative data in the form of questionnaire results, and then supported by qualitative data in the form of students' interview results and observation data from asynchronous and synchronous tools. The use of multi-method approaches considers being the appropriate method since it can support data analysis and data collection methods (Mahbub, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…The questionnaire was made electronically via Google form to obtain the necessary data. It was prepared and modified from some relevant research (Al-Said, 2015;Mahbub, 2020;Simbolon, 2021). The modifications included number of items, the name of the learning tools (Zoom and Edmodo), and the use of "bichronous" term which shifted online learning or blended learning.…”

Section: Methodsmentioning

confidence: 99%

The implementation of bichronous online learning: EFL students’ perceptions and challenges

Utomo

Ahsanah²

2022

ELTF

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The COVID-19 pandemic has made online learning as a common instructional delivery today. Since various methods, approaches, and technologies are involved, it is important to understand students’ perceptions for taking further decision in teaching. The current research aimed to investigate Indonesian students’ perceptions of the implementation of bichronous online learning along with the challenges in the level of higher education. Bichronous online learning refers to the blending between asynchronous and synchronous online learning. In this study, asynchronous learning was carried out through Edmodo while the synchronous mode was implemented via Zoom. The participants were 57 first-year university students who experienced full bichronous online learning in the English for Specific Purposes class. This research applied explanatory sequential mixed-methods as suggested by Creswell (2014). The quantitative data were obtained by Likert-scale questionnaires while the qualitative data were acquired through interviews and observations. The results indicated that students had positive perceptions of bichronous online learning in terms of motivations, academic achievement, and communication and interactions. Bichronous online learning promoted students’ engagement, active interaction, and feedback exchange which highly contributed to their learning outcome. However, technical issues such as poor internet connection and limited data plan were the biggest challenges faced by the students. It is expected that educators can adjust which online learning tools are convenient to use and cater to students’ needs.

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An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Cited by 2 publications

References 72 publications

EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

The implementation of bichronous online learning: EFL students’ perceptions and challenges

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