Assessing language proficiency in the digital age: Exploring innovative methods for assessment and feedback in ESL classrooms

This study explored the effectiveness of innovative digital tools for assessing language proficiency and providing feedback in ESL settings. The study employed a mixed-method design, with quantitative data from pre- and post-tests, while qualitative data were obtained through interviews and classroom observation. It has involved 60 ESL students in the current study and exposed them to some digital assessment tools through a six-week trial, while qualitatively it interviews 15 students and 6 ESL teachers about their experiences regarding the digital assessment tools. The quantitative test results showed that the sets of language proficiency improved more significantly. More importantly, the survey data indicated that the majority of the students found the digital tools to be easy to use and helpful to learn from, especially in terms of immediate feedback. This was followed by individual positive experiences about personalized feedback and the growing enthusiasm of students in using digital assessment, amidst difficulties experienced due to technical glitches or probable problems in adapting. The study concluded that digital tools effectively improved the language proficiency of ESL learners while making the process of feedback not cumbersome.