Evolving Roles of Post-Pandemic EFL Teachers and Students: Student Learning and Assessment

Year 2024, Volume: 10 Issue: 2, 560 - 576, 29.10.2024

Duygu İşpınar Akçayoğlu , Ömer Özer

https://doi.org/10.31464/jlere.1472710

Abstract

The COVID-19 pandemic has had substantial and persistent impacts on pedagogical methodologies and student assessment practices. This study provides an overview of language educators’ perceptions of the post-pandemic era, synthesizing the factors that undermine the effectiveness of student learning and assessment in online and face-to-face classrooms. Additionally, it offers insight into the potential opportunities and challenges associated with teaching and learning in the future. For this purpose, views of 15 English language teachers affiliated in a school of foreign languages were obtained through an online survey. The participants provided answers to the questions by comparing their practices before, during, and after the pandemic. Data collected were subjected to content analysis. Findings revealed that the sudden transition to online education brought many challenges and uncertainties that affected mostly assessment processes and interactions negatively, which caused serious concerns in students’ actual performance and fairness of the scores.

Keywords

English as a Foreign Language (EFL), Online test practices, Student assessment, Student learning, Pandemic, Higher education

Ethical Statement

The ethics committee approval has been obtained for the current study: ATÜ Bilimsel Araştırma ve Yayın Etiği Kurulu, 05.09.2023, and Decision Number: 05/5.

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