student-perception
Filtering by topic student-perception(5)Clear all filters
- PaperAssessment & Evaluation in Higher Education3 Jul 2026
Uncertainty, trust, and the individualisation of risk in contemporary assessment cultures
Kenneth Maxwell, Gregor Maxwell
Based on three years of survey data from a Norwegian university (n=1,365), this article conceptualizes generative AI as an assessment stress-test that reveals latent fragilities in pedagogical trust and institutional governance. Findings show that uncertainty has intensified and shifted from ethical caution to strategic risk management, with students adopting performative safety and self-imposed micro-ethics in the absence of coherent guidance. The individualization of uncertainty creates uneven equity consequences, widening the gap between students who can absorb assessment risk and those who cannot.
Original abstract
Contemporary assessment cultures are characterised by increasing uncertainty, as established approaches to authorship, judgement, and integrity are placed under strain by emerging conditions such as generative artificial intelligence (GenAI). Rather than positioning this technology solely as a disruption to be contained, this article conceptualises GenAI as an assessment stress-test that reveals latent fragilities in pedagogical trust and institutional governance. Drawing on three consecutive years of survey data from a Norwegian university (2023–2025, n = 1,365), the study analyses how students navigate assessment under conditions of sustained uncertainty. Findings indicate that instead of diminishing with familiarity, uncertainty has intensified and shifted from ethical caution to strategic risk management and perceptions of structural threat. In the absence of coherent guidance, students describe a fragmented landscape of inconsistent judgement, leading to adopting performative safety and self-imposed micro-ethics as compensatory boundary work. This individualisation of uncertainty creates uneven equity consequences, transforming the digital divide into a gap between those who possess the cultural resources to absorb assessment risk and those who must withdraw to protect themselves. The article concludes that control-oriented responses exacerbate these tensions, revealing both their limitations and the conditions under which pedagogical trust becomes strained.
- PaperERIC — Assessment & second language1 Jan 2025
Examining the Elicited Imitation Test in an EFL Classroom: Insights from Language Assessment and Student Perception
Ghadah Albarqi
The study examined the predictive validity of the Elicited Imitation Test (EIT) alongside the Oxford Placement Test for academic achievement in an EFL course. Results showed EIT significantly predicted GPA and language skills, and students' self-perceived speaking and listening abilities aligned with their EIT performance. These findings have implications for EFL pedagogy and research.
Original abstract
The Elicited Imitation Test (EIT) is widely recognized for its reliability in research settings as a proficiency assessment tool. However, there exists a need to examine its predictive validity in English as a Foreign Language (EFL) classrooms. This study investigates the extent to which the EIT, alongside the Oxford Placement Test (OPT), can predict students' academic achievements in an English for Academic Purposes course, including overall grade point average and scores in listening, speaking, grammar, and vocabulary. The study also examines the relationship between students' perceptions of their listening and speaking skills and their EIT performance. The study involves 41 participants, with data analysis conducted using both regression and correlation methods. Results show that the EIT significantly predicts students' grade point average and language skills. Students' self-perceived speaking and listening abilities reasonably align with their actual performance on the EIT, and it seems that factors related to comprehension weigh heavily in their considerations. These findings have significant implications for EFL research and pedagogy.
- PaperDOAJ — ELT & TESOL1 Oct 2023
Students’ perception of teacher in using bilingual in EFL classroom: Indonesian context
Juang Kurniawan Syahruzah
A study of Indonesian EFL students found that they have a positive perception of teachers using bilingual (English and Indonesian) in the classroom. The majority agreed that bilingual instruction helps them understand English material, vocabulary, and sentences, and makes them feel comfortable. Questionnaire data showed over 80% strongly agreed with the benefits.
Original abstract
The objective of this research is the importance of use bilinguals to improve the students’ ability in English, the use of the both of languages is very important to help students to understand the English material delivered by the teacher. Besides that, it makes it easy for them to understand the meaning of vocabulary and English sentences and also make them feel comfortable in taking English lessons. To explore students’ knowledge about the effect of using bilingual the use of English and Indonesia to improve their ability in English learning, the researcher conducts a study of “Students’ Perception of the Importance of Using Bilingual in English Learning Ability. The result of this study was the students had positive perception toward the importance of using bilingual (Bahasa Indonesia and English) in English learning process. The data analysis of the information obtained from the questionnaire and the interview confirmed these results. The questionnaire data showed that from 10 statements, there are 9 statements had the “Strongly Agree” response of the students. It was proven by the central tendency of each statements got the average above “80%” which is based on assessment interval on Likert Scale where index 80%-100% means “Strongly Agree”.
- PaperDOAJ — ELT & TESOL1 May 2023
Exploring students’ perception on the use of Instagram as a platform in Creative Writing course
Tria Mellinia Satya Pratiwi, Noor Eka Chandra, Elvina Arapah
A study of 27 university students found mixed perceptions of using Instagram for creative writing. The majority reported positive experiences such as inspiration and audience engagement, while some cited word limits and privacy concerns. A neutral group saw Instagram as similar to other platforms.
Original abstract
As a product of Information and Communication Technology (ICT), the commonly-used social media Instagram offers a new platform of digital writing with unique features that could facilitate and accommodate the exploration of creative writing genre. Through this study, 27 university students’ perception were explored with qualitative descriptive study using open-ended questionnaire, interview and documentation to find out how they perceived this new platform in their writing journey in comparison to university website or traditional means like printed paper. For the findings, variety of students perception were showed in three different spectrums using thematic analysis: 1) majority of the students perceived their experience as positive one due to Instagram benefits as source of inspiration, creativity endeavour and larger engagement for their writing product; 2) some of the students also offered their negative experience in regards to word limitation and insecurity of uploading to public; 3) meanwhile, the more neutral one admitted that Instagram’s benefit was just similar to other platforms. This study’s significant can help future lecturer/teacher in adapting and evaluating the advantage and disadvantage of this application implementation for the improvement of future class.
- PaperDOAJ — ELT & TESOL1 May 2021
The Impact of Students’ Perception on their Academic Background on Their Learning Motivation
Rendhi Fatrisna Yuniar
The study investigates the underexplored relationship between students' perception of their academic background and their learning motivation, noting that prior research found only weak correlations between background and achievement, while the link from perception to motivation remains largely unexamined.
Original abstract
Students’ academic performance is influenced by many factors such as previous academic background and level of motivation. There have been several studies trying to find out the correlation between students’ previous academic background and their learning achievement. However the results are not convincing. Though it is found out that there is correlation between students’ academic background and their learning achievement, the value of correlation is small. There have been also many researches investigating the impact of students’ motivation and their academic gain. However, the correlational study on students’ perception on academic background and their learning motivation is rare undertaking.