Abstract
Technology is a vital component of civilization that is inextricably linked to the teaching and learning process and its assessment. Technology-based assessments should facilitate how teachers deal with digital native students who are constantly struggling with technology and are already aware of their unique needs, necessitating integrating different instructional techniques. This study analyzed EFL pre-service teachers' target and learning needs for developing an instructional model of technology-based AfL, AaL, and AoL. in differentiated instruction. The approach employed in this research involves a qualitative methodology utilizing questionnaires and interviews as primary data collection instruments. Interviews with nine EFL lecturers and questionnaires distributed to 200 Indonesian EFL pre-service teachers explored their lacks, necessities, wants, roles, settings, and learning activities related to technology-based AfL, AaL, and AoL. The findings revealed that EFL pre-service teachers have diverse needs for technology-driven AfL, AaL, and AoL in differentiated English education. The lack demonstrated that they invest considerable time in preparing instructional materials and assessments, often needing help selecting the appropriate technology for effectively implementing AfL, AoL, and AaL. Challenges arise in providing feedback during AfL due to a need for strategies to accommodate students with various learning styles. The study recommends developing an instructional model of technology-based AfL, AaL, and AoL for EFL pre-service teachers to provide standard guidelines to maximize the EFL teaching-learning process and assessment in the differentiated instruction framework.
Author Information
Lu’luil Maknun, Yogyakarta State University, Indonesia
Zamzani, Yogyakarta State University, Indonesia
Jamilah, Yogyakarta State University, Indonesia
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