Adolescent EFL learners’ English assessment preferences: Emergence of ICT-based evaluation
Article Sidebar
Published:
Oct 18, 2023
Keywords:
Adolescent Learner, Assessment Preference, EFL Learner, English Learning, ICT-based evaluation
Main Article Content
(1) * Putu Yoga Sathya Pratama
085253609053
Indonesia
(2) Made Hery Santosa
Universitas Pendidikan Ganesha
Indonesia
(*) Corresponding Author
Abstract
The incorporation of technology into education has impacted numerous facets, assessment being no exception. This study employed a descriptive-qualitative methodology to investigate the English assessment preferences of adolescent learners. There were 126 eighth-grade students voluntarily engaged and completed an open-ended online survey about issue under discussion. Through interactive data analysis, gathered data were examined qualitatively. The primary results portray three main findings: 1) in general, the majority of participants tend to prefer written over spoken form of assessment in the English lesson; 2) more participants prefer game quizzes as the assessment preference; and 3) the majority of participants believe English assessment should be differentiated to accommodate learners’ diversity. Presented findings illustrate a pattern indicating English proficiency of learners significantly influences their assessment preferences. Additionally, it is discovered that ICT-based evaluation has emerged among recent adolescent learners. As the results span a vast range of topics, it is anticipated that additional study will be conducted utilizing this research's gaps.
HIGHLIGHTS:
- Generally, the majority of investigated adolescent learners tend to prefer written over spoken form of assessment in the English lesson.
- In specific, there are more investigated adolescent learners who prefer game quizzes as their assessment preference over the form of English assessments.
- The majority of investigated adolescent learners believe that English assessment should be differentiated to accommodate learners’ diversity.
Downloads
Download data is not yet available.
Article Details
How to Cite
Pratama, P. Y. S., & Santosa, M. H. (2023). Adolescent EFL learners’ English assessment preferences: Emergence of ICT-based evaluation . JEES (Journal of English Educators Society), 8(2). https://doi.org/10.21070/jees.v8i2.1757
Section
Articles
Copyright (c) 2023 Putu Yoga Sathya Pratama, Made Hery Santosa
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Alharbi, A. F., & Surur, R. S. (2019). The Effectiveness of Oral Assessment Techniques Used in EFL Classrooms in Saudi Arabia From Students and Teachers Point of View. English Language Teaching, 12(5), 1. https://doi.org/10.5539/elt.v12n5p1
Alsahli, F. S. (2021). Investigating anxiety, perception, and confidence levels of EFL learners through classroom observation: Evidence from a preparatory year program at a Saudi university. IUP Journal of English Studies, 16(3), 111–127.
Amin, F. M., & Sundari, H. (2020). Efl students’ preferences on digital platforms during emergency remote teaching: Video conference, lms, or messenger application? Studies in English Language and Education, 7(2), 362–378. https://doi.org/10.24815/siele.v7i2.16929
Azevedo, A., & Almeida, A. H. (2021). Grasp the challenge of digital transition in smes—a training course geared towards decision-makers. Education Sciences, 11(4), 1–20. https://doi.org/10.3390/educsci11040151
Azzahra Ramadania, D. (2021). Students’ Perception of Learning Management System (Lms) Utilized in Online English Learning Situation During Covid-19 Pandemic. ELLTER Journal, 2(2), 36–46. https://doi.org/10.22236/ellter.v2i2.7589
Bach, A. J., Wolfson, T., & Crowell, J. K. (2018). Poverty, Literacy, and Social Transformation: An Interdisciplinary Exploration of the Digital Divide. Journal of Media Literacy Education, 10(1), 22–41. https://doi.org/10.23860/jmle-2018-10-1-2
Bartram, B., & Bailey, C. (2010). Assessment preferences: A comparison of UK/international students at an English university. Research in Post-Compulsory Education, 15(2), 177–187. https://doi.org/10.1080/13596741003790716
Birenbaum, M. (2007). Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education, 53(6), 749–768. https://doi.org/10.1007/s10734-005-4843-4
Bonner, S. M., Torres Rivera, C., & Chen, P. P. (2018). Standards and assessment: coherence from the teacher’s perspective. Educational Assessment, Evaluation and Accountability, 30(1), 71–92. https://doi.org/10.1007/s11092-017-9272-2
Bourchtein, E., Langberg, J. M., Cusick, C. N., Breaux, R. P., Smith, Z. R., & Becker, S. P. (2019). Featured Article: Technology Use and Sleep in Adolescents With and Without Attention-Deficit/Hyperactivity Disorder. Journal of Pediatric Psychology, 44(5), 517–526. https://doi.org/10.1093/jpepsy/jsy101
Černe, T., & Juriševič, M. (2018). The self-regulated learning of younger adolescents with and without learning difficulties – A comparative multiple case study. Center for Educational Policy Studies Journal, 8(4), 9–28. https://doi.org/10.26529/cepsj.42
Chiu, W. K. (2021). Pedagogy of emerging technologies in chemical education during the era of digitalization and artificial intelligence: a systematic review. Education Sciences, 11(11), 1–24. https://doi.org/10.3390/educsci11110709
Desai, V. P., Oza, K. S., & Kamat Dean, R. K. (2021). Preference Based E-Learning During Covid-19 Lockdown: an Exploration. The Online Journal of Distance Education and E-Learning, 9(2), 285–292. Retrieved from https://orcid.org/0000-0001-8163-2074
Dominguez-Figaredo, D., Jaurena, I. G., & Encina, J. M. (2022). The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University. The Electronic Journal of e-Learning, 20(3), pp. 224-241
Dwiyanti, K. E., & Suwastini, N. K. A. (2021). Assessment for Writing Skills in Online Learning. Lingua Scientia, 28(1), 8–19. Retrieved from https://ejournal.undiksha.ac.id/index.php/JJBI/article/view/29069
Ferdinal, & Isramirawati. (2021). The Impact of Formative Assessment on Students’ Academic Achievement. Proceedings of the 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020), 506(1), 142–161. https://doi.org/10.2991/assehr.k.210202.024
Fitriani, F. (2021). Analisis penilaian pembelajaran berbasis teknologi informasi dan implikasinya terhadap peningkatan kualitas pendidikan SD/MI. Journal of Primary Education, 2(2), 18-30.
Figueroa Flores, J. F. (2015). Using Gamification to enhance second language learning. Digital Education Review, (27), 32–54.
Georgiou, H. (2020). Characterising communication of scientific concepts in student-generated digital products. Education Sciences, 10(1), 1–18. https://doi.org/10.3390/educsci10010018
Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32(4), 399–409. https://doi.org/10.1080/03055690600850354
Hamp-Lyons, L. (2002). The scope of writing assessment. Assessing Writing, 8(1), 5–16. https://doi.org/10.1016/S1075-2935(02)00029-6
Huxham, M., Campbell, F., & Westwood, J. (2010). Oral versus written assessments: A test of student performance and attitudes. Assessment and Evaluation in Higher Education, 00(0), 1–12. https://doi.org/10.1080/02602938.2010.515012
Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: Understanding and applying interactive strategies to meet the needs of all the students. International Journal of Instruction, 11(3), 207–218. https://doi.org/10.12973/iji.2018.11315a
Kang, D., Goico, S., Ghanbari, S., Bennallack, K., Pontes, T., O’Brien, D., & Hargis, J. (2019). Providing an Oral Examination as an Authentic Assessment in a Large Section, Undergraduate Diversity Class. International Journal for the Scholarship of Teaching and Learning, 13(2), 1–14. https://doi.org/10.20429/ijsotl.2019.130210
Kaur, A., Noman, M., & Awang-Hashim, R. (2019). Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation. Teaching Education, 30(2), 160–176. https://doi.org/10.1080/10476210.2018.1455084
Kaya, G., & Sagnak, H. C. (2021). Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18. International Journal of Game-Based Learning, 12(1), 1–14. https://doi.org/10.4018/ijgbl.294010
Khaleyla, F., Wisanti, W., Ambarwati, R., Rahayu, D. A., & Putri, E. K. (2021). Software preference for online learning of science and biology teachers under COVID-19 pandemic. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(1), 35–42. https://doi.org/10.22219/jpbi.v7i1.14253
Khan, M. A., Vivek, Nabi, M. K., Khojah, M., & Tahir, M. (2021). Students’ perception towards e-learning during covid-19 pandemic in India: An empirical study. Sustainability (Switzerland), 13(1), 1–14. https://doi.org/10.3390/su13010057
Lawrence, K. C., & Fakuade, O. V. (2021). Parental involvement, learning participation and online learning commitment of adolescent learners during the COVID-19 lockdown. Research in Learning Technology, 29(2544), 1–16. https://doi.org/10.25304/rlt.v29.254 4
Lindberg, S. (2019). Gamification for Self-Directed Learning in Higher Education. EDULEARN19 Proceedings, 1, 1764–1773. https://doi.org/10.21125/edulearn.2019.0507
Majid, I. (2020). ICT in Assessment: a backbone for teaching and learning process. UIJRT: United International Journal for Research & Technology, 01(03), 38-40.
Makarova, O., Ldokova, G., & Egorova, R. (2021). Analysis of students’ views of the quality of pedagogical education in Russia. International Journal of Education in Mathematics, Science and Technology, 9(3), 462–481. https://doi.org/10.46328/IJEMST.1624
Malacapay, M. C. (2019). Differentiated instruction in relation to pupils’ learning style. International Journal of Instruction, 12(4), 625–638. https://doi.org/10.29333/iji.2019.12440a
Manna, V., Yoo, H., & Monfils, L. (2018). Evaluating Invariance in Test Performance for Adolescent Learners of English as a Foreign Language. ETS Research Report Series, 2018(1), 1–18. https://doi.org/10.1002/ets2.12208
Margeviča-Grinberga, I., & Šmitiņa, A. (2021). Self-assessment of the digital skills of career education specialists during the provision of remote services. World Journal on Educational Technology: Current Issues, 13(4), 1061–1072. https://doi.org/10.18844/wjet.v13i4.6296
Marlina, M., Efrina, E., & Kusumastuti, G. (2019). Differentiated Learning for Students with Special Needs in Inclusive Schools. Advances in Social Science, Education and Humanities Research, 382(Icet), 678–681. https://doi.org/10.2991/icet-19.2019.164
Meškauskienė, A. (2017). The Impact of Teaching Environment on Adolescent Self – esteem Formation. European Journal of Social Sciences Education and Research, 10(1), 112. https://doi.org/10.26417/ejser.v10i1.p112-120
Miles, M.B., Huberman, A.M. and Saldana, J. (2014) Qualitative Data Analysis: A Methods Sourcebook. Sage, London.
Mohd Hasrul, K., Hazita, A., & Azizah, M. Z. (2017). Differentiated instruction strategies in English language teaching for gifted students. Journal of Applied Environmental and Biological Sciences, 7(1S), 78–90. Retrieved from www.textroad.com
Muljani, & Suwartono, T. (2020). The Speaking Competence of EFL Students at an Indonesian. Journal of English Language Literature, and Teaching, 05(2), 77–86. https://doi.org/10.32528/ellite.v5i2.3797
Nabawy, G. El, Moawad, A., Gad, G., & Ebrahem, S. (2016). The Relationship between use of Technology and Parent-Adolescents Social Relationship. Journal of Education and Practice, 7(14), 168–178. Retrieved from www.iiste.org
Nhem, D. (2019). Language Learning Strategies: A Comparative Study of Young and Adolescent Cambodian Learners. International Journal of Language and Literacy Studies, 1(2), 34–45. https://doi.org/10.2139/ssrn.3447602
Nodoushan, M. A. S. (2014). Assessing Writing: A Review of the Main Trends. Studies in English Language and Education, 1(2), 118. https://doi.org/10.24815/siele.v1i2.1831
Poedjiastutie, D., Akhyar, F., & Masduki, M. (2020). English communication needs in Indonesian university. EduLite: Journal of English Education, Literature and Culture, 5(2), 287. https://doi.org/10.30659/e.5.2.287-303
Pratolo, B., Habibie, A., & Setiawan, A. (2019). Speaking Skill Challenges Encountered by Indonesian EFL Learners’. Advances in Social Science, Education and Humanities Research, 370, 28–32. https://doi.org/10.2991/adics-elssh-19.2019.7
Putri, N. S. (2019). Kahoot Apps in English Language Teaching (ELT) Context: An alternative Learning Strategy ARTICLE HISTORY. ELSYA: Journal of English Language Studies, 1(1), 11–15. Retrieved from http://ojs.journal.unilak.ac.id/index.php/elsya
Redjeki, I. S., & Muhajir, R. (2021). Gamification in EFL classroom to support teaching and learning in 21st century. JEES (Journal of English Educators Society), 6(1), 68–78. https://doi.org/10.21070/jees.v6i1.882
Saefurrohman. (2015). Classroom Assessment preference of Indonesian Junior High School Teachers in English as Foreign Language Classes. Journal of Education and Practice, 6(36), 104–110. Retrieved from https://files.eric.ed.gov/fulltext/EJ1086470.pdf.
Saleh, A. H. A. E. (2021). The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills. REiLA: Journal of Research and Innovation in Language, 3(2), 135–145. https://doi.org/10.31849/reila.v3i2.6816
Samson, S., & Karthiga, S. V. (2020). Gamification as a Tool in English Language Teaching. International Journal of Early Childhood Special Education, 12(2), 99–102. https://doi.org/10.9756/INT-JECSE/V12I2.201061
Santosa, M. H. (2018). Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context. Journal on English as a Foreign Language, 7(2), 183. https://doi.org/10.23971/jefl.v7i2.689
Sari, K. B. P., Nitiasih, P. K., & Budiarta, L. G. R. (2020). Gamification Based on Local Stories’ Effect on Students’ Learning Motivation. International Journal of Language and Literature, 4(2), 69. https://doi.org/10.23887/ijll.v4i2.30291
Shareefa, M., Hj, R., Mat, A., Zaiham, N., Abdullah, M., & Jawawi, R. (2019). Differentiated Instruction: Definition and Challenging Factors Perceived by Teachers. Advances in Social Science, Education and Humanities Research, 388(December), 322–327.
Simonova, I. (2016). Assessment preferences and learning styles in ESP. Journal of Language and Cultural Education, 4(3), 142–153. https://doi.org/10.1515/jolace-2016-0029
Sumardi, D., Suryani, N., & Musadad, A. A. (2021). Website-Based Learning Management System (LMS) as a Tool for Learning in the Covid-19 Pandemic Period for Junior High Schools. Journal of Education Technology, 5(3), 346. https://doi.org/10.23887/jet.v5i3.38371
Tang, H., & Bao, Y. (2020). Social justice and K-12 teachers’ effective use of OER: A cross-cultural comparison by nations. Journal of Interactive Media in Education, 2020(1), 1–13. https://doi.org/10.5334/jime.576
Türel, Y. K., & Dokumaci, Ö. (2022). Use of media and technology, academic procrastination, and academic achievement in adolescence. Participatory Educational Research, 9(2), 481–497. https://doi.org/10.17275/per.22.50.9.2
Ulla, M. B., Perales, W. F., & Tarrayo, V. N. (2020). Integrating internet-based applications in english language teaching: Teacher practices in a thai university. Issues in Educational Research, 30(1), 365–378.
Ulla, M. B., Perales, W. F., & Tarrayo, V. N. (2021). Exploring asean teachers’ practices and perceived benefits on the use of web applications in elt classrooms. Asia-Pacific Social Science Review, 21(2), 63–74.
Van De Watering, G., Gijbels, D., Dochy, F., & Van Der Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56(6), 645–658. https://doi.org/10.1007/s10734-008-9116-6
Wijayanto, A., & Hastuti, D. M. (2021). Communication Strategies by Indonesian EFL Learners in English Conversation Class. Jurnal Arbitrer, 8(1), 72. https://doi.org/10.25077/ar.8.1.72-81.2021
Yürük, N. (2020). Using Kahoot as a skill improvement technique in pronunciation. Journal of Language and Linguistic Studies, 16(1), 137–153. https://doi.org/10.17263/JLLS.712669
Yoestara, M., Putri, Z., Keumala, M., & Idami, Z. (2020). Pre-service English Teachers' Perception towards Online Assessment Method. IJELR: International Journal of Education, Language and Religion, 02(01), 1-10.
Zia, M. F. (2019). Students’ Perceptions of the Effectiveness of Formative Assessment and Feedback for Improvement of the English Writing Composition Skills: A Case Study of Secondary Level ESL Students of Private Schools in Lahore, Pakistan. Journal of Education and Practice, 10(6), 7–13. https://doi.org/10.7176/jep/10-6-02
Alsahli, F. S. (2021). Investigating anxiety, perception, and confidence levels of EFL learners through classroom observation: Evidence from a preparatory year program at a Saudi university. IUP Journal of English Studies, 16(3), 111–127.
Amin, F. M., & Sundari, H. (2020). Efl students’ preferences on digital platforms during emergency remote teaching: Video conference, lms, or messenger application? Studies in English Language and Education, 7(2), 362–378. https://doi.org/10.24815/siele.v7i2.16929
Azevedo, A., & Almeida, A. H. (2021). Grasp the challenge of digital transition in smes—a training course geared towards decision-makers. Education Sciences, 11(4), 1–20. https://doi.org/10.3390/educsci11040151
Azzahra Ramadania, D. (2021). Students’ Perception of Learning Management System (Lms) Utilized in Online English Learning Situation During Covid-19 Pandemic. ELLTER Journal, 2(2), 36–46. https://doi.org/10.22236/ellter.v2i2.7589
Bach, A. J., Wolfson, T., & Crowell, J. K. (2018). Poverty, Literacy, and Social Transformation: An Interdisciplinary Exploration of the Digital Divide. Journal of Media Literacy Education, 10(1), 22–41. https://doi.org/10.23860/jmle-2018-10-1-2
Bartram, B., & Bailey, C. (2010). Assessment preferences: A comparison of UK/international students at an English university. Research in Post-Compulsory Education, 15(2), 177–187. https://doi.org/10.1080/13596741003790716
Birenbaum, M. (2007). Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education, 53(6), 749–768. https://doi.org/10.1007/s10734-005-4843-4
Bonner, S. M., Torres Rivera, C., & Chen, P. P. (2018). Standards and assessment: coherence from the teacher’s perspective. Educational Assessment, Evaluation and Accountability, 30(1), 71–92. https://doi.org/10.1007/s11092-017-9272-2
Bourchtein, E., Langberg, J. M., Cusick, C. N., Breaux, R. P., Smith, Z. R., & Becker, S. P. (2019). Featured Article: Technology Use and Sleep in Adolescents With and Without Attention-Deficit/Hyperactivity Disorder. Journal of Pediatric Psychology, 44(5), 517–526. https://doi.org/10.1093/jpepsy/jsy101
Černe, T., & Juriševič, M. (2018). The self-regulated learning of younger adolescents with and without learning difficulties – A comparative multiple case study. Center for Educational Policy Studies Journal, 8(4), 9–28. https://doi.org/10.26529/cepsj.42
Chiu, W. K. (2021). Pedagogy of emerging technologies in chemical education during the era of digitalization and artificial intelligence: a systematic review. Education Sciences, 11(11), 1–24. https://doi.org/10.3390/educsci11110709
Desai, V. P., Oza, K. S., & Kamat Dean, R. K. (2021). Preference Based E-Learning During Covid-19 Lockdown: an Exploration. The Online Journal of Distance Education and E-Learning, 9(2), 285–292. Retrieved from https://orcid.org/0000-0001-8163-2074
Dominguez-Figaredo, D., Jaurena, I. G., & Encina, J. M. (2022). The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University. The Electronic Journal of e-Learning, 20(3), pp. 224-241
Dwiyanti, K. E., & Suwastini, N. K. A. (2021). Assessment for Writing Skills in Online Learning. Lingua Scientia, 28(1), 8–19. Retrieved from https://ejournal.undiksha.ac.id/index.php/JJBI/article/view/29069
Ferdinal, & Isramirawati. (2021). The Impact of Formative Assessment on Students’ Academic Achievement. Proceedings of the 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020), 506(1), 142–161. https://doi.org/10.2991/assehr.k.210202.024
Fitriani, F. (2021). Analisis penilaian pembelajaran berbasis teknologi informasi dan implikasinya terhadap peningkatan kualitas pendidikan SD/MI. Journal of Primary Education, 2(2), 18-30.
Figueroa Flores, J. F. (2015). Using Gamification to enhance second language learning. Digital Education Review, (27), 32–54.
Georgiou, H. (2020). Characterising communication of scientific concepts in student-generated digital products. Education Sciences, 10(1), 1–18. https://doi.org/10.3390/educsci10010018
Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32(4), 399–409. https://doi.org/10.1080/03055690600850354
Hamp-Lyons, L. (2002). The scope of writing assessment. Assessing Writing, 8(1), 5–16. https://doi.org/10.1016/S1075-2935(02)00029-6
Huxham, M., Campbell, F., & Westwood, J. (2010). Oral versus written assessments: A test of student performance and attitudes. Assessment and Evaluation in Higher Education, 00(0), 1–12. https://doi.org/10.1080/02602938.2010.515012
Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: Understanding and applying interactive strategies to meet the needs of all the students. International Journal of Instruction, 11(3), 207–218. https://doi.org/10.12973/iji.2018.11315a
Kang, D., Goico, S., Ghanbari, S., Bennallack, K., Pontes, T., O’Brien, D., & Hargis, J. (2019). Providing an Oral Examination as an Authentic Assessment in a Large Section, Undergraduate Diversity Class. International Journal for the Scholarship of Teaching and Learning, 13(2), 1–14. https://doi.org/10.20429/ijsotl.2019.130210
Kaur, A., Noman, M., & Awang-Hashim, R. (2019). Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation. Teaching Education, 30(2), 160–176. https://doi.org/10.1080/10476210.2018.1455084
Kaya, G., & Sagnak, H. C. (2021). Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18. International Journal of Game-Based Learning, 12(1), 1–14. https://doi.org/10.4018/ijgbl.294010
Khaleyla, F., Wisanti, W., Ambarwati, R., Rahayu, D. A., & Putri, E. K. (2021). Software preference for online learning of science and biology teachers under COVID-19 pandemic. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(1), 35–42. https://doi.org/10.22219/jpbi.v7i1.14253
Khan, M. A., Vivek, Nabi, M. K., Khojah, M., & Tahir, M. (2021). Students’ perception towards e-learning during covid-19 pandemic in India: An empirical study. Sustainability (Switzerland), 13(1), 1–14. https://doi.org/10.3390/su13010057
Lawrence, K. C., & Fakuade, O. V. (2021). Parental involvement, learning participation and online learning commitment of adolescent learners during the COVID-19 lockdown. Research in Learning Technology, 29(2544), 1–16. https://doi.org/10.25304/rlt.v29.254 4
Lindberg, S. (2019). Gamification for Self-Directed Learning in Higher Education. EDULEARN19 Proceedings, 1, 1764–1773. https://doi.org/10.21125/edulearn.2019.0507
Majid, I. (2020). ICT in Assessment: a backbone for teaching and learning process. UIJRT: United International Journal for Research & Technology, 01(03), 38-40.
Makarova, O., Ldokova, G., & Egorova, R. (2021). Analysis of students’ views of the quality of pedagogical education in Russia. International Journal of Education in Mathematics, Science and Technology, 9(3), 462–481. https://doi.org/10.46328/IJEMST.1624
Malacapay, M. C. (2019). Differentiated instruction in relation to pupils’ learning style. International Journal of Instruction, 12(4), 625–638. https://doi.org/10.29333/iji.2019.12440a
Manna, V., Yoo, H., & Monfils, L. (2018). Evaluating Invariance in Test Performance for Adolescent Learners of English as a Foreign Language. ETS Research Report Series, 2018(1), 1–18. https://doi.org/10.1002/ets2.12208
Margeviča-Grinberga, I., & Šmitiņa, A. (2021). Self-assessment of the digital skills of career education specialists during the provision of remote services. World Journal on Educational Technology: Current Issues, 13(4), 1061–1072. https://doi.org/10.18844/wjet.v13i4.6296
Marlina, M., Efrina, E., & Kusumastuti, G. (2019). Differentiated Learning for Students with Special Needs in Inclusive Schools. Advances in Social Science, Education and Humanities Research, 382(Icet), 678–681. https://doi.org/10.2991/icet-19.2019.164
Meškauskienė, A. (2017). The Impact of Teaching Environment on Adolescent Self – esteem Formation. European Journal of Social Sciences Education and Research, 10(1), 112. https://doi.org/10.26417/ejser.v10i1.p112-120
Miles, M.B., Huberman, A.M. and Saldana, J. (2014) Qualitative Data Analysis: A Methods Sourcebook. Sage, London.
Mohd Hasrul, K., Hazita, A., & Azizah, M. Z. (2017). Differentiated instruction strategies in English language teaching for gifted students. Journal of Applied Environmental and Biological Sciences, 7(1S), 78–90. Retrieved from www.textroad.com
Muljani, & Suwartono, T. (2020). The Speaking Competence of EFL Students at an Indonesian. Journal of English Language Literature, and Teaching, 05(2), 77–86. https://doi.org/10.32528/ellite.v5i2.3797
Nabawy, G. El, Moawad, A., Gad, G., & Ebrahem, S. (2016). The Relationship between use of Technology and Parent-Adolescents Social Relationship. Journal of Education and Practice, 7(14), 168–178. Retrieved from www.iiste.org
Nhem, D. (2019). Language Learning Strategies: A Comparative Study of Young and Adolescent Cambodian Learners. International Journal of Language and Literacy Studies, 1(2), 34–45. https://doi.org/10.2139/ssrn.3447602
Nodoushan, M. A. S. (2014). Assessing Writing: A Review of the Main Trends. Studies in English Language and Education, 1(2), 118. https://doi.org/10.24815/siele.v1i2.1831
Poedjiastutie, D., Akhyar, F., & Masduki, M. (2020). English communication needs in Indonesian university. EduLite: Journal of English Education, Literature and Culture, 5(2), 287. https://doi.org/10.30659/e.5.2.287-303
Pratolo, B., Habibie, A., & Setiawan, A. (2019). Speaking Skill Challenges Encountered by Indonesian EFL Learners’. Advances in Social Science, Education and Humanities Research, 370, 28–32. https://doi.org/10.2991/adics-elssh-19.2019.7
Putri, N. S. (2019). Kahoot Apps in English Language Teaching (ELT) Context: An alternative Learning Strategy ARTICLE HISTORY. ELSYA: Journal of English Language Studies, 1(1), 11–15. Retrieved from http://ojs.journal.unilak.ac.id/index.php/elsya
Redjeki, I. S., & Muhajir, R. (2021). Gamification in EFL classroom to support teaching and learning in 21st century. JEES (Journal of English Educators Society), 6(1), 68–78. https://doi.org/10.21070/jees.v6i1.882
Saefurrohman. (2015). Classroom Assessment preference of Indonesian Junior High School Teachers in English as Foreign Language Classes. Journal of Education and Practice, 6(36), 104–110. Retrieved from https://files.eric.ed.gov/fulltext/EJ1086470.pdf.
Saleh, A. H. A. E. (2021). The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills. REiLA: Journal of Research and Innovation in Language, 3(2), 135–145. https://doi.org/10.31849/reila.v3i2.6816
Samson, S., & Karthiga, S. V. (2020). Gamification as a Tool in English Language Teaching. International Journal of Early Childhood Special Education, 12(2), 99–102. https://doi.org/10.9756/INT-JECSE/V12I2.201061
Santosa, M. H. (2018). Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context. Journal on English as a Foreign Language, 7(2), 183. https://doi.org/10.23971/jefl.v7i2.689
Sari, K. B. P., Nitiasih, P. K., & Budiarta, L. G. R. (2020). Gamification Based on Local Stories’ Effect on Students’ Learning Motivation. International Journal of Language and Literature, 4(2), 69. https://doi.org/10.23887/ijll.v4i2.30291
Shareefa, M., Hj, R., Mat, A., Zaiham, N., Abdullah, M., & Jawawi, R. (2019). Differentiated Instruction: Definition and Challenging Factors Perceived by Teachers. Advances in Social Science, Education and Humanities Research, 388(December), 322–327.
Simonova, I. (2016). Assessment preferences and learning styles in ESP. Journal of Language and Cultural Education, 4(3), 142–153. https://doi.org/10.1515/jolace-2016-0029
Sumardi, D., Suryani, N., & Musadad, A. A. (2021). Website-Based Learning Management System (LMS) as a Tool for Learning in the Covid-19 Pandemic Period for Junior High Schools. Journal of Education Technology, 5(3), 346. https://doi.org/10.23887/jet.v5i3.38371
Tang, H., & Bao, Y. (2020). Social justice and K-12 teachers’ effective use of OER: A cross-cultural comparison by nations. Journal of Interactive Media in Education, 2020(1), 1–13. https://doi.org/10.5334/jime.576
Türel, Y. K., & Dokumaci, Ö. (2022). Use of media and technology, academic procrastination, and academic achievement in adolescence. Participatory Educational Research, 9(2), 481–497. https://doi.org/10.17275/per.22.50.9.2
Ulla, M. B., Perales, W. F., & Tarrayo, V. N. (2020). Integrating internet-based applications in english language teaching: Teacher practices in a thai university. Issues in Educational Research, 30(1), 365–378.
Ulla, M. B., Perales, W. F., & Tarrayo, V. N. (2021). Exploring asean teachers’ practices and perceived benefits on the use of web applications in elt classrooms. Asia-Pacific Social Science Review, 21(2), 63–74.
Van De Watering, G., Gijbels, D., Dochy, F., & Van Der Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56(6), 645–658. https://doi.org/10.1007/s10734-008-9116-6
Wijayanto, A., & Hastuti, D. M. (2021). Communication Strategies by Indonesian EFL Learners in English Conversation Class. Jurnal Arbitrer, 8(1), 72. https://doi.org/10.25077/ar.8.1.72-81.2021
Yürük, N. (2020). Using Kahoot as a skill improvement technique in pronunciation. Journal of Language and Linguistic Studies, 16(1), 137–153. https://doi.org/10.17263/JLLS.712669
Yoestara, M., Putri, Z., Keumala, M., & Idami, Z. (2020). Pre-service English Teachers' Perception towards Online Assessment Method. IJELR: International Journal of Education, Language and Religion, 02(01), 1-10.
Zia, M. F. (2019). Students’ Perceptions of the Effectiveness of Formative Assessment and Feedback for Improvement of the English Writing Composition Skills: A Case Study of Secondary Level ESL Students of Private Schools in Lahore, Pakistan. Journal of Education and Practice, 10(6), 7–13. https://doi.org/10.7176/jep/10-6-02