Indonesian English as A Foreign Language Teachers’ Perception on Technology for Assessment

Abstract

This study investigates teachers’ perceptions of technology as an assessment tool in English as a Foreign Language (EFL) classroom, focusing on the integration of digital tools to enhance educational practices. The researchers use qualitative descriptive method that includes two instruments such as questionnaire and interview. It highlights the transformative impact of technology on assessment methods, enabling diverse formats that cater to various learning styles and foster student engagement. While many EFL teachers express positive attitudes towards using technology—recognizing its potential for immediate feedback and streamlined processes—significant challenges persist. These include inadequate training, limited resources, and concerns about the reliability of online assessments, particularly in remote learning contexts. The study aims to fill a gap in existing literature by examining these perceptions within the Indonesian educational framework, emphasizing the need for ongoing professional development to empower teachers in effectively utilizing technology for assessment. Thought identifying common obstacles and proposing strategies to overcome them, this research contributes to enhancing the effectiveness of technology integration in EFL assessment practice.