Adolescent EFL learners’ English assessment preferences: Emergence of ICT-based evaluation

Main Article Content

(1) * Putu Yoga Sathya Pratama   

(2)  Made Hery Santosa   
Universitas Pendidikan Ganesha

(*) Corresponding Author


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.


  • 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.


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).
Author Biographies

Putu Yoga Sathya Pratama, 085253609053

Putu Yoga Sathya Pratama is a Magister of English Language Education. Pratama is currently working as English Educators in several institutions (International School & University). Pratama is an active researcher who is interested in the field of education. Pratama is also actively involved in conferences, both national and international level. 



Made Hery Santosa, Universitas Pendidikan Ganesha

Made Hery Santosa teaches at the English Language Education Study Program, Universitas Pendidikan Ganesha, Bali, Indonesia. He is an editor at SAGE Open and a reviewer in TESOL, TESL EJ, Springer, Frontiers, Kasetsart Journal, and many others. He has published articles, books, and chapters in reputable journals and publications.





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.

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.

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.

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.

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.

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.

Birenbaum, M. (2007). Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education, 53(6), 749–768.

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.

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.

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.

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.

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

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

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.

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.

Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32(4), 399–409.

Hamp-Lyons, L. (2002). The scope of writing assessment. Assessing Writing, 8(1), 5–16.

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.

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.

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.

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.

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.

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.

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.

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. 4

Lindberg, S. (2019). Gamification for Self-Directed Learning in Higher Education. EDULEARN19 Proceedings, 1, 1764–1773.

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.

Malacapay, M. C. (2019). Differentiated instruction in relation to pupils’ learning style. International Journal of Instruction, 12(4), 625–638.

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.

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.

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.

Meškauskienė, A. (2017). The Impact of Teaching Environment on Adolescent Self – esteem Formation. European Journal of Social Sciences Education and Research, 10(1), 112.

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

Muljani, & Suwartono, T. (2020). The Speaking Competence of EFL Students at an Indonesian. Journal of English Language Literature, and Teaching, 05(2), 77–86.

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

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.

Nodoushan, M. A. S. (2014). Assessing Writing: A Review of the Main Trends. Studies in English Language and Education, 1(2), 118.

Poedjiastutie, D., Akhyar, F., & Masduki, M. (2020). English communication needs in Indonesian university. EduLite: Journal of English Education, Literature and Culture, 5(2), 287.

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.

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

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

Wijayanto, A., & Hastuti, D. M. (2021). Communication Strategies by Indonesian EFL Learners in English Conversation Class. Jurnal Arbitrer, 8(1), 72.

Yürük, N. (2020). Using Kahoot as a skill improvement technique in pronunciation. Journal of Language and Linguistic Studies, 16(1), 137–153.

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.