Abstract
Recent research on classroom-based assessment (CBA) during the COVID-19 pandemic has examined language teachers’ strategic responses to challenges in online teaching. However, there is still a paucity of empirical research on their CBA practices supported by information and communication technology (ICT) during the return to face-to-face (f2f) classes. Moreover, most studies on CBA during and after the pandemic have focused on secondary or higher education, leaving young learner contexts underexplored. Thus, this study investigated how two primary school English teachers in South Korea exercised their agency to implement ICT-afforded CBA to address challenges in returning to f2f classes, grounded in an ecological perspective. It further explored mediating factors that influenced their agency in both temporal and relational aspects. Observations, interviews, and reflection papers revealed four main themes regarding their agency enactment in identifying ICT affordances for CBA, which were linked to individual factors in their agency enactment, including their pedagogical beliefs, ICT use experiences, identity, and professional development. The cultural (e.g., national curriculum), structural (e.g., student wellness and parental voices), and material dimensions (e.g., institutional support of teacher training) also influenced their agency enactment. This study provides both theoretical and practical implications for ICT-afforded CBA in the post-pandemic era.
Original language | English |
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Article number | 103218 |
Journal | System |
Volume | 121 |
DOIs | |
Publication status | Published - Apr 2024 |
Keywords
- Classroom-based assessment
- Ecological perspective
- ICT affordances
- Primary English education
- Return to face-to-face classes
- Teacher agency
ASJC Scopus subject areas
- Language and Linguistics
- Education
- Linguistics and Language