Alternative Assessments and English Language Enhancement: Perspectives of Saudi EFL Undergraduate Students

Abstract

The current study investigates the use of alternative assessments in English as a foreign language (EFL) classes in Saudi Arabia. While alternative assessments have been recently recognized as a prospective approach to assessing EFL learning, little research has examined how language learners perceive this approach to assessment in an EFL context, especially in Saudi Arabia. This qualitative research explores: 1) the forms of alternative assessments that Saudi EFL learners experienced in college-level English courses; 2) learners’ perceptions and experiences regarding the use of alternative assessments; and 3) the ways in which learners’ English-language learning and improvement are affected by the use of alternative assessments. A short questionnaire, one-on-one interviews, a focus group interview, and follow-up interviews were employed to collect data from 11 Saudi EFL learners studying at a large public university in Saudi Arabia. The findings of the study reveal that Saudi EFL learners experience a wide range of alternative assessments (AAs), despite the domination of exams as assessment tools, in English courses. Overall, the participants had appreciative attitudes towards AAs, and they preferred them over traditional exams. However, the ways that alternative assessments were used played a significant role in shaping participants’ perceptions and attitudes towards this approach to assessment for English courses. This was also reflected on their overall language learning and improvement. Implications for practice and future research are provided accordingly. Keywords: Alternative assessments, EFL assessment, Saudi EFL learners, learners’ perspectives, EFL improvement