| Title: |
Online language assessment during the COVID-19 pandemic: lessons to be learned from secondary and higher education in Lithuania ; Virtualus kalbos žinių patikrinimas per COVID-19 pandemiją: įžvalgos iš viduriniojo ir aukštojo išsilavinimo įstaigų |
| Authors: |
Marčauskienė, Martyna |
| Contributors: |
Yoder, Monique |
| Publisher Information: |
Institutional Repository of LCC International University |
| Publication Year: |
2022 |
| Subject Terms: |
Emergency remote teaching; language assessment during COVID-19; online language assessment; EFL teachers in Lithuania; lang; edu |
| Description: |
In response to the COVID-19 pandemic, Lithuanian education institutions suspended face-toface teaching in March 2020 and transferred all classes online. A review of the research on the crisis-prompted online teaching revealed a gap in knowledge about how English teachers in Lithuanian secondary schools and universities approached online language assessment during the pandemic. This qualitative study aimed to investigate the following: (1) the extent to which a group of English teachers adjusted their online assessments; (2) factors which influenced the teachers’ choices of online assessment methods; (3) teachers’ beliefs about the validity, reliability, and practicality of their online assessments; (4) the support that the group of teachers received during one year of online teaching. The qualitative data was collected through retrospective journals and semi-structured interviews with five EFL teachers (three secondary school and two university teachers) and two language assessment experts. Several key themes emerged from the thematic analysis of the coded data: (1) the greatest degree of adjustment in teachers’ assessment practices occurred in October 2020, as teachers began reintroducing pre-pandemic assessments and focusing on performance-based assessments; (2) the teachers prioritized convenience and security when selecting assessment methods; (3) initially, the teachers viewed their online assessments negatively in terms of their reliability and practicality, but their beliefs became more positive as they gained more online assessment experience; (4) the main source of support for the teachers were the teachers themselves and the teacher community. The study emphasizes the need for formal EFL teacher training in assessment and the integration of technology into language teaching in the Lithuanian context. |
| Document Type: |
thesis |
| Language: |
unknown; English |
| Relation: |
https://vl.lcc.lt/object/elaba:137754363/137754363.pdf; https://vl.lcc.lt/LCC:ELABAETD137754363&prefLang=en_US |
| Availability: |
https://vl.lcc.lt/object/elaba:137754363/137754363.pdf; https://vl.lcc.lt/LCC:ELABAETD137754363&prefLang=en_US |
| Rights: |
undefined |
| Accession Number: |
edsbas.58A5062F |
| Database: |
BASE |