Exploring EFL Written Expression Teachers' Perspectives towards The Use of Digital Scoring Rubrics to Assess Students’ Writing Skill
Abstract
The present study aims at exploring EFL written expression teachers’ views and perspectives towards using one of the ICT tools in assessing students’ writing skill called the digital scoring rubric. For the sake of gathering relevant data to the study and achieving its objectives, the quantitative method has been used. A questionnaire was administered to a purposive sample that consists of eleven (11) teachers of Written Expression at the Department of English, University 8 Mai 1945, Guelma, Algeria, and the data were analyzed qualitatively and quantitatively.
The findings indicated that the majority of participants had positive attitudes towards the benefits of using electronic rubrics in assessing the writing ability of EFL learners; however, they confirmed that some challenges impeded the application of this process in the Algerian University, especially the internet access and the lack of teacher training in using appropriate tools for assessing students’ writing electronically. Therefore, it is highly recommended to organize workshops for teachers and to suggest useful steps that would help them in using effective assessment procedures in the digital age; particularly, for assessing the writing skill in the 21st century.
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