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Teachers’ perception of online assessment as well as the practice on the implementation process has widely become an integral part of the teaching learning system in this globalized era. The purpose of the study is to gain a clear knowledge of the perception and factors that contribute to EFL teachers in using online language assessment in secondary school settings and how they implement online language assessment in their practices. In this study, a mixed-method approach was used to investigate what EFL teachers’ perceptions toward online language assessment. The quantitative approach used RASCH Model that analyzed the outcomes from the 20- item Likert-type questionnaire. The questionnaire were grouped into five main items: Intention, Perceived Usefulness, Perceived of Ease, Anxiety, and Computer Attitude to describe each participant and respond to the use of online language assessment. The qualitative approach analyzed interviews that came from 5 participants, who have different backgrounds, demographic places and working experience. The interview was designed in semi-structure format that would dig teachers’ perceptions in using online language assessment and implementing it in their teaching learning process. The data collection was transcribed and analyzed by using thematic analysis which also gave opportunities for teachers to describe their answers. The result revealed that most participants felt the usefulness of online language assessment because some benefits on its practices and implementations. Finally, the research concluded that future effective teachers should prepare cumulative content knowledge in online language assessment and developing pedagogical beliefs, and practice with technology and specific behaviors. Moreover, this knowledge should be included in each teacher education course to support teachers’ professional job in this world of technology.