Success and failure of English as a foreign language lecturer in applying the assessment as learning in higher education

Abstract

The paper intends to describe how English-as-aforeign-language lecturers succeed and fail to apply the assessment as learning in programs of teaching and learning English as a foreign language in higher education. The explanatory mixed-methods were conducted to survey 57 respondents in the higher education institutions in the Special Province of Yogyakarta, Indonesia and to interview 8 respondents in the high-level group of applying the assessment. Two criteria of success and failure are (1) to promote active and proactive learning and (2) to result in a good learning outcome. The findings indicate that some of the lecturers succeeded in promoting active and proactive learning of peer assessment, self-assessment, self-reflection in and outside the classrooms, and no criteria compliance, providing oral and written feedback to students, and resulting in good final grades. A lecturer failed to apply the assessment for her limited knowledge, and some lecturers failed because of their low achieving students and had no time to give feedback.

Model Assessment of, for dan as Learning Terpadu dalam Mata Kuliah Reading Bahasa Inggris

“…Chong menulis tiga jenis AoL, AfL dan AaL pada mata kuliah bahasa Inggris secara umum, tetapi tidak membahas mata kuliah reading secara khusus (Chong 2018). Banyak peneliti lain mengkaji AaL saja atau asesmen formatif saja dalam mata kuliah atau mata pelajaran bahasa Inggris sebagai bahasa asing (Prihantoro and Hermawan 2021). Jadi, belum ada model AoL, AfL dan AaL terpadu dalam kuliah reading bahasa Inggris sebagai bahasa asing, dan penelitian ini mengembangkan model tersebut.…”

“…(Prihantoro and Hermawan 2021). Keterpaduan ini berarti bahwa dosen merancang dan menerapkan tiga jenis asesmen tersebut dalam satu mata kuliah.…”

Investigating Difficulties Faced by Lecturers in Teaching General English

“…In this instance, educators of the English language as a second language must employ innovative methodologies and select effective tactics to facilitate students' ability to articulate their thoughts during the learning experience within the confines of the classroom. Prihantoro and Hermawan (2021) argue that attaining English language proficiency in academic settings, such as schools and universities, cannot be considered a success. In Indonesia, English is mandated as a mandatory subject at all secondary education levels owing to its recognition as the primary foreign language.…”