Paradigm Shift of Online English Language Platform as an Assessment Standard System
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(1) * Karin Sari Saputra
Universitas Indonesia
Indonesia
(2) Sisilia Setiawati Halimi Universitas Indonesia
Indonesia
(3) Harwintha Yuhria Anjarningsih Universitas Indonesia
Indonesia
(*) Corresponding Author
Abstract
Monitoring mechanisms are critical to the success of online English language learning programs, particularly where self - directed learning poses challenges to maintaining quality outcomes. This conceptual article introduces a paradigm shift in online language learning by proposing a standardized assessment framework to monitor learners’ progress. Through a theoretical analysis of existing online learning models, the article integrates insights from both humanistic technology and linguistic performance metrics to develop a new monitoring system. The proposed framework ensures consistent evaluation of learners’ knowledge, skills, and behaviors, tailored to the specific demands of online environments. The implications of this approach suggest that by incorporating standardized monitoring can significantly enhance learner engagement, accountability, and proficiency in online English platforms, thereby improving the overall quality of distance learning experiences. HIGHLIGHTS:- Introduction of a standardized assessment framework: The study proposes a paradigm
shift by integrating a standardized online assessment system to enhance the quality assurance
of English language learning platforms. - Humanistic technology in language learning: The research highlights how digital platforms
driven by humanistic technology can effectively address the challenges of distance foreign
language learning. - Improved student performance through monitoring mechanisms: Findings demonstrate
that integrating pedagogical monitoring practices leads to measurable improvements in
learners’ language skills and engagement.
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References
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Brown, G. T. L., & Gao, L. (2015). Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education, 2(1), 1–19. https://doi.org/10.1080/2331186x.2014.993836
Brown, G. T. L., Hui, S. K. F., Yu, F. W. M., & Kennedy, K. J. (2011). Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50(5–6), 307–320. https://doi.org/10.1016/j.ijer.2011.10.003
Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K., & Yu, W. M. (2009). Assessment for Student Improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 347–363. https://doi.org/10.1080/09695940903319737
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Fulmer, G. W., Tan, K. H., & Lee, I. C. (2019). Relationships among Singaporean secondary teachers’ conceptions of assessment and school and policy contextual factors. Assessment in Education: Principles, Policy & Practice, 26(2), 166-183.
Gautam, P. (2021). Advantages and disadvantages of online learning. eLearning Industry. https://elearningindustry.com/advantages-and-disadvantages-online-learning
Hirschheim, R. (2008). Some guidelines for the critical reviewing of Conceptual Papers. Journal of the Association for Information Systems, 9(8), 432–441. https://doi.org/10.17705/1jais.00167
Huda, S. A., & Eiten, E. U. H. (2022). Institutional Monitoring and Feedback in Developing and Delivering Online EFL Courses: A Case Study. MEXTESOL Journal, 46(3), n3. https://files.eric.ed.gov/fulltext/EJ1364953.pdf
Idrus, F., & Sohid, M. (2023). Teachers’ Expectations and Challenges in Using Culturally Responsive Teaching (CRT) Strategies in the ESL Classroom. Journal of Language Teaching and Research, 14(3), 629–635. https://doi.org/10.17507/jltr.1403.10
Keller-Margulis, M. A., Shapiro, E. S., & Hintze, J. M. (2008). Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics. School Psychology Review, 37(3), 374–390. https://doi.org/10.1080/02796015.2008.12087884
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Li, M. (2022). Multidimensional Analysis and evaluation of college English teaching quality based on an artificial intelligence model. Journal of Sensors, 2022, 1–13. https://doi.org/10.1155/2022/1314736
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and e-learning: Challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 34(1), 21–38. https://doi.org/10.1007/s12528-021-09274-2
Martyushev, N., Shutaleva, A., Malushko, E., Nikonova, Z., & Savchenko, I. (2021). Online communication tools in teaching foreign languages for Education Sustainability. Sustainability, 13(19), 11127. https://doi.org/10.3390/su131911127
Mislevy, R. J. (2017). On measurement in educational assessment. In Handbook on measurement, assessment, and evaluation in higher education (pp. 11-31). Routledge.
MoEC. (2015). Tahun 2018 semua sekolah pada tahap pertama sudah melaksanakan kurikulum 2013 [All schools in 2018 have implemented the 2013 curriculum in the first phase]. Retrieved from https://www.kemdikbud.go.id/main/blog/2015/01/tahun-2018-semua-sekolah-pada-tahap-pertama-sudah-melaksanakan-kurikulum-2013-3680-3680-3680
MoEC. (2017). Panduan Penilaian oleh pendidik dan satuan kependidikan untuk sekolah menengah atas [Assessment guidance for teachers and schools at senior high school level]. Jakarta, Indonesia: Direktorat Pembinaan SMA Ditjen Pendidikan Dasar dan Menengah.
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4). https://doi.org/10.12669/pjms.36.covid19-s4.2785
Mungania, P. (2003). Employees’ Perceptions of Barriers in e-Learning : The Relationship among Barriers, Demographics, and e-Learning Self-Efficacy. https://doi.org/10.18297/etd/1027
New normal [Def.1]. (2009). In Urban Dictionary. Retrieved on May 1, 2020, from https://www.easybib.com/reference/guide/apa/dictionary
Nik Hashim, N. M., Alam, S. S., & Mohd Yusoff, N. (2014). Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance. GEMA Online Journal of Language Studies, 14(01), 101–116. https://doi.org/10.17576/gema-2014-1401-07
Nye, R. D. (2000). Three psychologies: Perspectives from Freud, Skinner, and Rogers. Wadsworth.
Peters, L. (2009). Global education: Using technology to bring the world to your students. International Society for Technology in Education (ISTE).
Puad, L. M., & Ashton, K. (2020). Teachers’ views on classroom-based assessment: An exploratory study at an Islamic boarding school in Indonesia. Asia Pacific Journal of Education, 41(2), 253–265. https://doi.org/10.1080/02188791.2020.1761775
Santoso, H. B., Hadi Putra, P. O., & Farras Hendra S, F. F. (2021). Development & Evaluation of E-Learning Module Based on Visual and Global Preferences Using a User-Centered Design Approach. International Journal of Emerging Technologies in Learning (IJET), 16(15), 139. https://doi.org/10.3991/ijet.v16i15.24163
SEAMEO Innotech. (2015). In Assessment systems in Southeast Asia: Models, successes, and challenges. Diliman.
Schoonen, R. (2011). How language ability is assessed. In Handbook of research in second language teaching and learning (pp. 701–716).
Secolsky, C., & Denison, D. B. (Eds.). (2018). Handbook on measurement, assessment, and evaluation in higher education (2nd ed.). Routledge.
Sensuse, D. I., Prima, P., Mishbah, M., Sukmasetya, P., Erlangga, A., & Cahyaningsih, E. (2017). Improving e-learning through knowledge management. In 2017 International Conference on Advanced Computer Science and Information Systems (ICACSIS) (pp. 67-72). IEEE.
Shenoy, S., Wagner, R. K., & Rao, N. M. (2020). Factors that influence reading acquisition in L2 English for students in Bangalore, India. Reading and Writing, 33(7), 1809–1838. https://doi.org/10.1007/s11145-020-10047-z
Somayeh, M., Dehghani, M., Mozaffari, F., Ghasemnegad, S. M., Hakimi, H., & Samaneh, B. (2016). The effectiveness of E-learning in learning: A review of the literature. International Journal of Medical Research & Health Sciences, 5(2), 86–91.
Tang, J. (2021). Retracted: A practical research on the online learning mode of Business English majors under the background of “Internet+.” Journal of Physics: Conference Series, 1883(1), 012090. https://doi.org/10.1088/1742-6596/1883/1/012090
Tao, J., Zheng, C., Lu, Z., Liang, J. C., & Tsai, C. C. (2019). Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation. Australasian Journal of Educational Technology, 105–119. https://doi.org/10.14742/ajet.4844
Wang, X., Liu, Y. L., Ying, B., & Lin, J. (2021). The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy. Current Psychology, 42(8), 6682–6692. https://doi.org/10.1007/s12144-021-02008-8
Zhang, K., & Wu, H. (2022). Synchronous online learning during COVID-19: Chinese University EFL students’ perspectives. SAGE Open, 12(2), 215824402210948. https://doi.org/10.1177/21582440221094821
Zhou, T., & Zhang, W. (2022). Effectiveness study on online or blended language learning based on student achievement: A systematic review of empirical studies. Sustainability, 14(12), 7303. https://doi.org/10.3390/su14127303
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture. Assessment in Education: Principles, Policy & Practice, 18(2), 199–211. https://doi.org/10.1080/0969594x.2010.527701
Black, P., & Wiliam, D. (2012). Assessment for learning in the classroom. In J. Gardner (Ed.), Assessment and learning (pp. 11-33). 2nd edition. London: Sage. DOI: https://doi.org/10.4135/9781446250808.n2
Brown, C. A. (2024). Role of the English teaching hidden curriculum in sustainability education: the case of Japan. Environmental Education Research, 1–20. https://doi.org/10.1080/13504622.2024.2309583
Brown, G. T. L., & Gao, L. (2015). Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education, 2(1), 1–19. https://doi.org/10.1080/2331186x.2014.993836
Brown, G. T. L., Hui, S. K. F., Yu, F. W. M., & Kennedy, K. J. (2011). Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50(5–6), 307–320. https://doi.org/10.1016/j.ijer.2011.10.003
Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K., & Yu, W. M. (2009). Assessment for Student Improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 347–363. https://doi.org/10.1080/09695940903319737
Choi, L., & Chung, S. (2021). Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment. Sustainability, 13(14), 7664. https://doi.org/10.3390/su13147664
Çolak, M. K., & Glendinning, I. (2021). Embracing community-building in online classes to promote academic integrity. The Literacy Trek, 7(1), 5–33. https://doi.org/10.47216/literacytrek.901935
Fulmer, G. W., Tan, K. H., & Lee, I. C. (2019). Relationships among Singaporean secondary teachers’ conceptions of assessment and school and policy contextual factors. Assessment in Education: Principles, Policy & Practice, 26(2), 166-183.
Gautam, P. (2021). Advantages and disadvantages of online learning. eLearning Industry. https://elearningindustry.com/advantages-and-disadvantages-online-learning
Hirschheim, R. (2008). Some guidelines for the critical reviewing of Conceptual Papers. Journal of the Association for Information Systems, 9(8), 432–441. https://doi.org/10.17705/1jais.00167
Huda, S. A., & Eiten, E. U. H. (2022). Institutional Monitoring and Feedback in Developing and Delivering Online EFL Courses: A Case Study. MEXTESOL Journal, 46(3), n3. https://files.eric.ed.gov/fulltext/EJ1364953.pdf
Idrus, F., & Sohid, M. (2023). Teachers’ Expectations and Challenges in Using Culturally Responsive Teaching (CRT) Strategies in the ESL Classroom. Journal of Language Teaching and Research, 14(3), 629–635. https://doi.org/10.17507/jltr.1403.10
Keller-Margulis, M. A., Shapiro, E. S., & Hintze, J. M. (2008). Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics. School Psychology Review, 37(3), 374–390. https://doi.org/10.1080/02796015.2008.12087884
Kuhn, T. (1970). The structure of Scientific Revolutions. Chicago University press.
Laudon, K. C., & Laudon, J. P. (2011). Management information system. Prentice Hall.
Li, J. (2021). Design, implementation, and evaluation of online english learning platforms. Wireless Communications and Mobile Computing, 2021, 1–11. https://doi.org/10.1155/2021/5549782
Li, M. (2022). Multidimensional Analysis and evaluation of college English teaching quality based on an artificial intelligence model. Journal of Sensors, 2022, 1–13. https://doi.org/10.1155/2022/1314736
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and e-learning: Challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 34(1), 21–38. https://doi.org/10.1007/s12528-021-09274-2
Martyushev, N., Shutaleva, A., Malushko, E., Nikonova, Z., & Savchenko, I. (2021). Online communication tools in teaching foreign languages for Education Sustainability. Sustainability, 13(19), 11127. https://doi.org/10.3390/su131911127
Mislevy, R. J. (2017). On measurement in educational assessment. In Handbook on measurement, assessment, and evaluation in higher education (pp. 11-31). Routledge.
MoEC. (2015). Tahun 2018 semua sekolah pada tahap pertama sudah melaksanakan kurikulum 2013 [All schools in 2018 have implemented the 2013 curriculum in the first phase]. Retrieved from https://www.kemdikbud.go.id/main/blog/2015/01/tahun-2018-semua-sekolah-pada-tahap-pertama-sudah-melaksanakan-kurikulum-2013-3680-3680-3680
MoEC. (2017). Panduan Penilaian oleh pendidik dan satuan kependidikan untuk sekolah menengah atas [Assessment guidance for teachers and schools at senior high school level]. Jakarta, Indonesia: Direktorat Pembinaan SMA Ditjen Pendidikan Dasar dan Menengah.
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4). https://doi.org/10.12669/pjms.36.covid19-s4.2785
Mungania, P. (2003). Employees’ Perceptions of Barriers in e-Learning : The Relationship among Barriers, Demographics, and e-Learning Self-Efficacy. https://doi.org/10.18297/etd/1027
New normal [Def.1]. (2009). In Urban Dictionary. Retrieved on May 1, 2020, from https://www.easybib.com/reference/guide/apa/dictionary
Nik Hashim, N. M., Alam, S. S., & Mohd Yusoff, N. (2014). Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance. GEMA Online Journal of Language Studies, 14(01), 101–116. https://doi.org/10.17576/gema-2014-1401-07
Nye, R. D. (2000). Three psychologies: Perspectives from Freud, Skinner, and Rogers. Wadsworth.
Peters, L. (2009). Global education: Using technology to bring the world to your students. International Society for Technology in Education (ISTE).
Puad, L. M., & Ashton, K. (2020). Teachers’ views on classroom-based assessment: An exploratory study at an Islamic boarding school in Indonesia. Asia Pacific Journal of Education, 41(2), 253–265. https://doi.org/10.1080/02188791.2020.1761775
Santoso, H. B., Hadi Putra, P. O., & Farras Hendra S, F. F. (2021). Development & Evaluation of E-Learning Module Based on Visual and Global Preferences Using a User-Centered Design Approach. International Journal of Emerging Technologies in Learning (IJET), 16(15), 139. https://doi.org/10.3991/ijet.v16i15.24163
SEAMEO Innotech. (2015). In Assessment systems in Southeast Asia: Models, successes, and challenges. Diliman.
Schoonen, R. (2011). How language ability is assessed. In Handbook of research in second language teaching and learning (pp. 701–716).
Secolsky, C., & Denison, D. B. (Eds.). (2018). Handbook on measurement, assessment, and evaluation in higher education (2nd ed.). Routledge.
Sensuse, D. I., Prima, P., Mishbah, M., Sukmasetya, P., Erlangga, A., & Cahyaningsih, E. (2017). Improving e-learning through knowledge management. In 2017 International Conference on Advanced Computer Science and Information Systems (ICACSIS) (pp. 67-72). IEEE.
Shenoy, S., Wagner, R. K., & Rao, N. M. (2020). Factors that influence reading acquisition in L2 English for students in Bangalore, India. Reading and Writing, 33(7), 1809–1838. https://doi.org/10.1007/s11145-020-10047-z
Somayeh, M., Dehghani, M., Mozaffari, F., Ghasemnegad, S. M., Hakimi, H., & Samaneh, B. (2016). The effectiveness of E-learning in learning: A review of the literature. International Journal of Medical Research & Health Sciences, 5(2), 86–91.
Tang, J. (2021). Retracted: A practical research on the online learning mode of Business English majors under the background of “Internet+.” Journal of Physics: Conference Series, 1883(1), 012090. https://doi.org/10.1088/1742-6596/1883/1/012090
Tao, J., Zheng, C., Lu, Z., Liang, J. C., & Tsai, C. C. (2019). Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation. Australasian Journal of Educational Technology, 105–119. https://doi.org/10.14742/ajet.4844
Wang, X., Liu, Y. L., Ying, B., & Lin, J. (2021). The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy. Current Psychology, 42(8), 6682–6692. https://doi.org/10.1007/s12144-021-02008-8
Zhang, K., & Wu, H. (2022). Synchronous online learning during COVID-19: Chinese University EFL students’ perspectives. SAGE Open, 12(2), 215824402210948. https://doi.org/10.1177/21582440221094821
Zhou, T., & Zhang, W. (2022). Effectiveness study on online or blended language learning based on student achievement: A systematic review of empirical studies. Sustainability, 14(12), 7303. https://doi.org/10.3390/su14127303
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Published
2024-10-18
How to Cite
Saputra, K. S., Halimi, S. S., & Anjarningsih, H. Y. (2024). Paradigm Shift of Online English Language Platform as an Assessment Standard System. JEES (Journal of English Educators Society), 9(2). https://doi.org/10.21070/jees.v9i2.1849
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Articles
Copyright (c) 2024 Karin Sari Saputra, Sisilia Setiawati Halimi, Harwintha Yuhria Anjarningsih
This work is licensed under a Creative Commons Attribution 4.0 International License.
