A Remote Formative Assessment Framework for EFL Learners: The Case of Indonesia

This study described the Remote Formative Assessment practices in EFL classes of Indonesian Higher Education Institutions. Specifically, this sought to explore how HEI lecturers in Indonesia employ RFA in English classes. Moreover, this also aimed to determine the challenges that higher education Indonesian lecturers faced in implementing Remote Formative Assessment in EFL classes. Qualitative research design was used in this research with the participation of selected 15 teachers from University of Syiah Kuala (USK), Ar Raniry State Islamic University (UINAR), and University of Samudra (Un-sam). Based on the data gathered, five (5) prevailing RFA employment in English classes among Higher Education Institution lecturers in Indonesia were identified. These include adaptation of assessment tools to online platforms, timely and constructive feedback, multimodal tools and resources, collaborative learning and assessment, and continuous monitoring and support. Moreover, students’ engagement is promoted using RFA through encouraging peer interaction, regular and continuous feedback, use of technology and collaborative learning and assessment. While their motivation is boosted through feedback, flexibility, technology use, critical thinking and reflection and their learning outcomes are measured using language proficiency, academic success, language mastery, self-regulated learning and improvement in reading and writing skills. Lastly, they faced challenges in implementing RFA such as academic integrity issues, technological barriers, student engagement and motivation, feedback challenges and time management. It is recommended that the proposed EFL framework in this study may be used by EFL teachers.