Arab World English Journal (AWEJ) Special Issue on CALL Number 7. July 2021                       Pp.140 -154
DOI: https://dx.doi.org/10.24093/awej/call7.10

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EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool
in Saudi Secondary Schools
 

Alhanouf Saleh Alharbi
English Language Institute, King Abdulaziz University Jeddah, Saudi Arabia

Amal Abdullah Alhebshi
English Language Institute, King Abdulaziz University, Jeddah, Saudi Arabia

Zilal Meccawy
English Language Institute, King Abdulaziz University, Jeddah, Saudi Arabia
Corresponding Author: zmeccawy@kau.edu.sa

Received:  3/8/2021                   Accepted:  6/25/2021                 Published: 7/26/2021     

Abstract:
This study highlights students’ and teachers’ perceptions on using Google Forms as a formative assessment tool in EFL classrooms. The study implemented a mixed methods approach where a questionnaire was administered to students and interviews were carried out with English teachers in public secondary schools in two cities in Saudi Arabia.  The questionnaire received 354 responses (32 males and 322 females) while in the structured interviews, 24 female English teachers provided their opinions on the advantages and disadvantages of integrating Google Forms into their classrooms. The purpose of this study is to explore students’ perceptions of online formative assessment via Google Forms in terms of perceived usefulness, perceived risk of cheating, and perceived self-efficacy. It also aims to analyze the positives and challenges faced by EFL teachers while using Google Forms as an online formative assessment tool. The results showed that both students and teachers believe that using Google Forms positively impacts students’ learning despite the risk of cheating and demonstrated several limitations with using Google Forms for teachers and students. However, English language teachers are recommended to engage all students in online formative assessment to monitor their progress over the course and design interventions to reduce cheating in online assessment. The present study helps increase the awareness of the positives and negatives of English online assessment in Saudi Arabia.
Keywords: Formative assessment, Google Forms, online assessment tools, perceived usefulness, perceived risk of cheating, perceived self-efficacy

Cite as:  Alharbi, A. S.,  Alhebshi , A. A., & Meccawy, Z. (2021).  EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools  Arab World English Journal (AWEJ) Special Issue on CALL (7)140 -154.
DOI: https://dx.doi.org/10.24093/awej/call7.10

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Alhanouf Saleh Alharbi is an English teacher in the 2nd Secondary School in Madinah and holds a bachelor’s degree in English Literature from Taibah University. She is currently an MA in TESOL student at the ELI, King Abdulaziz University in Jeddah, Saudi Arabia.
https://orcid.org/0000-0002-9299-0579

Amal Abdullah Alhebshi is a Masters in TESOL student at the ELI, King Abdulaziz University, Jeddah, Saudi Arabia. She holds a bachelor’s degree in English Language and Literature from the Arab Open University and her research interests are English language teaching, especially integrating technology to facilitate English language teaching and learning. https://orcid.org/0000-0003-3026-6152

Zilal Meccawy is an Assistant Professor at the ELI. She holds a BA in English Language & Literature from KAU, an MA in Renaissance & Romantic Literature from the University of Liverpool and a PhD from the University of Nottingham. Her research interests are language assessment, bilingualism, and technology in language education. She currently supervises the PD Unit at the ELI. https://orcid.org/0000-0003-4080-7565