Exploring EFL Teachers' Perceptions on Online Assessment's Impact in Language Education: A Case Study of EFL University Teachers

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dc.contributor.authorHammal Nacer Eddine. Heboub Atif, Ms. Oumessaad Berkani
dc.date.accessioned2023-12-11T13:20:18Z
dc.date.available2023-12-11T13:20:18Z
dc.date.issued2023-06
dc.description.abstractAbstract This dissertation investigates e-assessment within the context of EFL, focusing on teachers' perceptions and practices. Employing a quantitative research design aligned with positivist principles and the Technology Acceptance Model (TAM) framework, data was collected through an from a diverse group of 16 language instructors at Mohamed Boudiaf University in M'sila and other Universities like Jijel, Blida, Tizi Ouzou, Bejaia, Khenchela, and Oran. The study reveals that teachers recognize both advantages and challenges associated with online assessment in language teaching. They also perceive e-assessment as a valuable tool to enhance student engagement and align with contemporary technological trends. While anticipating a significant role for e-assessment in the transformation of higher education, they also acknowledge its potential to complement traditional methods. This research would significantly contribute to the ongoing discourse surrounding the integration of e-assessment in modern educational practicesen_US
dc.identifier.issnAN/063/2023
dc.identifier.urihttps://repository.univ-msila.dz/handle/123456789/41585
dc.language.isoenen_US
dc.publisheruniversité mohamed boudiaf .m'silaen_US
dc.subjectKey Words: E-assessment, Mohamed Boudiaf University in M'sila, other Universities, Technological trends, online questionnaire, language teaching, online assessment, challenges, advantages.en_US
dc.titleExploring EFL Teachers' Perceptions on Online Assessment's Impact in Language Education: A Case Study of EFL University Teachersen_US
dc.typeThesisen_US

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