EFL Students’ Perceptions Of Online Assessment Tool In Malaysian Higher Education Institutions
Abstract
As a new method of assessing students’ learning, online assessment is playing an increasingly important role in the transformation of higher education. The purpose of this study was to explore EFL students’ perceptions of online assessment tools in terms of perceived usefulness, perceived risk of cheating, and perceived self-efficacy in Malaysian Higher Education Institutions. It also aimed to identify the different kinds online assessment tools used in Malaysian Higher Education Institutions. This study used a quantitative approach and a Google Form questionnaire was administered to 91 EFL postgraduate students (63 females and 28 males) from a higher education institution in Malaysia. The results showed that EFL students believed that using online assessment tools positively impacted students’ learning. Despite the risk of cheating, it showed flexibility and could make students more confident in doing online assessment. These results also had practical implications for educators and institutions, suggested that they could design intervention strategies to reduce cheating in online assessment. The present study helps increase the awareness of the positives and negatives of English online assessment in Malaysian Higher Education Institutions.
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