Ağaoğlu, A. & Bavlı, B. (2023). Teaching English as a foreign language: Technology ıntegration in testing and assessment, E-International Journal of Educational Research, 14(1), 1-19. https://doi.org/10.19160/e-ijer.1124944

Abstract:

“The aim of this study is to discover how EFL teachers who teach young learners interpret their knowledge and skills, beliefs, attitudes, and perceptions based on their professional experience on technology integration in testing and assessment. Hermeneutic phenomenological inquiry was adopted in this study, as it was aimed to interpret the data presented by the participants. The study was conducted with a total of 12 participants, namely EFL teachers, teaching students aged 5-12. 6 of the EFL teachers teaching in private schools and 6 of the EFL teachers teaching in public schools affiliated to the Ministry of National Education (MoNE) took part in the study. Focus group interviews and one-on-one interviews were executed to obtain data. As a result of the analysis of the obtained data, four themes emerged: use of purpose, challenge, ways of development and advantage. Based on the results, it was revealed that in case of insufficient technological opportunities, testing and assessment of the foreign language is insufficient, and technology contributes the nature of to the testing and assessment. Also, it is clear that the educational policies of the schools take an essential role in terms of technology integration. Among the student-based challenges, the problem of not being able to use autonomously due to the age of the students and the socio-economic difficulties related to the region where they study stood out. It was pointed out that some challenges were emerged due to the lack of technological pedagogical knowledge of teachers in addition to their lack of knowledge about technology and testing and assessment. The study clearly revealed that besides the lack of technological pedagogical knowledge of the teachers, there is a lack of knowledge about testing and assessment. Based on the findings, suggestions and implications were presented regarding technology integration in testing and assessment of English.”