LEVERAGING DIGITAL FEEDBACK TO ADVANCE ASSESSMENT FOR LEARNING

著者

  • Redouan Baghit EFL Professor (CPGE), PhD, Faculty of Letters & Humanities, Chouaib Doukkali University, El Jadida, Morocco

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https://doi.org/10.46827/ejoe.v11i1.6679

キーワード:

digital feedback、 technology-enhanced environments、 digital formative assessment、 real-time feedback、 equity in EFL education

要旨

This review examines the impact of technology-enhanced environments on formative assessment by EFL teachers. The main objective is to explore how digital tools affect the effectiveness, equity, and pedagogical practices of formative assessment in diverse EFL classroom contexts. This review poses the following research question: How do technology-enhanced environments impact the effectiveness, equity, and pedagogical practices of formative assessment among EFL teachers in diverse classroom contexts? This study distinguishes itself not only by synthesizing recent literature but by connecting the benefits and challenges of technology-enhanced formative assessment to practical strategies for equitable and impactful EFL learning. A systematic review of the literature identifies the following key findings: (1) Technology enables real-time feedback. This supports faster instructional adjustments. (2) Technology allows personalized learning. It leads to more tailored, student-centered instruction. (3) Actionable analytics generated by digital tools help teachers target interventions and track student progress. (4) Technology-enhanced classrooms increase student engagement, support language development, and build learner autonomy. Immediate and personalized support contributes to EFL mastery. Nevertheless, challenges persist: unequal access to digital resources limits opportunities for some students; teacher training is often insufficient for effective technology use; and data privacy remains a concern. The significance of this review lies in analyzing how current technological trends, implementation barriers, and policy considerations interact to shape outcomes in EFL classrooms. By focusing on both opportunities and persistent inequities, this review offers concrete guidance to educators, administrators, and policymakers aiming to implement technology-enhanced formative assessment effectively. Addressing challenges requires intentional technology design, targeted professional development, and equity-focused policies. Ongoing research remains crucial for creating adaptive and inclusive assessment solutions for EFL learners.

著者略歴

  • Redouan Baghit、 EFL Professor (CPGE), PhD, Faculty of Letters & Humanities, Chouaib Doukkali University, El Jadida, Morocco
    Dr. Baghit Redouan is a professor of English at CPGE in Rabat, Morocco, with international experience, including service as a Moroccan delegate to the United Kingdom. He holds a PhD with distinction in Applied Linguistics and focuses his research on English language teaching (TEFL, TESOL), language assessment, psychometrics, curriculum design, pedagogy, andragogy, syntax, oral communication skills, and research methodology. Dr. Redouan actively contributes to the scholarly community as an Editorial Review Board member for the International Journal of English Language and Literature (AESS Publications, Q1 Scopus-indexed) and the Asian Online Journal Publishing Group.

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発行日

2026-04-24

巻号

巻 11 号 1 (2026)

セクション

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