Electronic Assessment of English Language Learning for Secondary School Students in KSA during Covid-19 pandemic: A multidimensional status check

Abstract

The study aims to find out the status of the electronic assessment of English language learning for secondary school students in Saudi Arabia during the Covid-19 pandemic. The study also aims to present the challenges and obstacles that faced the assessment of learning English online, and then to develop a vision for the electronic assessment of learning English for secondary school students during the Covid-19 pandemic. The study sample consists of (67) secondary school English language teachers in the second semester of the academic year 1442/1443 AH. They are distributed according to the following variables: gender,  academic qualification,  teaching experience period, level of experience in using technology. To achieve the objectives of the study, the study uses the descriptive analytical method. The study tool is a 59 item questionnaire  to determine the status of electronic assessment of English language learning for secondary school students in KSA during the Covid-19 pandemic. The results of the study show the most commonly used tools in electronic assessment of English language learning for secondary school students in KSA during the pandemic are electronic assignments, followed by presentations, while research projects came with a low degree of use. The results also show that there are no statistically significant differences in the methods and practices of the assessment of English language learning for secondary school students during the Covid-19 pandemic, according to the variables (gender, academic qualification, number of years of teaching experience, level of experience in using technology). The study also found that the degree of difficulties/challenges faced by English language teachers in the assessment of English language learning for secondary school students during the Covid-19 pandemic are perceived as being high. On the other hand, there are no statistically significant differences in the degree of difficulties due to (gender, academic qualification, number of years of teaching experience, level of experience using technology). The study proposes a plan for evaluating students' English language learning by integrating assessment in a virtual environment as well as in a real environment.