Work

Digital assessment literacy and feedback in writing classrooms among undergraduate EFL learners

Year: 2026

Type: article

Abstract: Digital technology in higher education has altered the assessment and feedback processes, specifically in the English as a Foreign Language (EFL) writing classroom. Although digital tools are widely used, feedback is still not as effective as it could This study examined the level of DAL, the level of effective feedback practices (EFP), and whether DAL predicts EFP in EFL writing classrooms at Universitas Persatuan Guru Republik Indonesia Semarang, Indonesia. This study used a quantitative, cross-sectional survey design. The researcher administered a structured questionnaire to gather data from 95 undergraduate students and analyzed the data using descriptive statistics and simple linear regression. The findings reveal that both DAL (M = 3.83) and EFP (M range = 3.63–3.82) are at high levels. More crucially, as it turned out, DAL was a powerful and statistically significant predictor of EFP (R =.74; R 2=.54; p

Source: EduLite Journal of English Education Literature and Culture

DOI: 10.30659/e.11.2.722-736

Authors: Entika Fani Prastikawati, Moses Adeleke Adeoye, Rachel Toncelli, Maria Yosephin Widarti Lestari, Lusia Maryani Silitonga

Institutions: Al-Hikmah University, Northeastern University

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $70