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Impediments to Gauging ICT-Based Informal English Learning Outcomes

Impediments to Gauging ICT-Based Informal English Learning Outcomes

Taha Ahmed Hezam
Copyright: © 2020 |Pages: 14
ISBN13: 9781799821168|ISBN10: 1799821161|ISBN13 Softcover: 9781799821175|EISBN13: 9781799821182
DOI: 10.4018/978-1-7998-2116-8.ch003
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MLA

Hezam, Taha Ahmed. "Impediments to Gauging ICT-Based Informal English Learning Outcomes." Enhancements and Limitations to ICT-Based Informal Language Learning: Emerging Research and Opportunities, edited by Rashad Ahmed, et al., IGI Global, 2020, pp. 54-67. https://doi.org/10.4018/978-1-7998-2116-8.ch003

APA

Hezam, T. A. (2020). Impediments to Gauging ICT-Based Informal English Learning Outcomes. In R. Ahmed, A. Al-kadi, & T. Hagar (Eds.), Enhancements and Limitations to ICT-Based Informal Language Learning: Emerging Research and Opportunities (pp. 54-67). IGI Global. https://doi.org/10.4018/978-1-7998-2116-8.ch003

Chicago

Hezam, Taha Ahmed. "Impediments to Gauging ICT-Based Informal English Learning Outcomes." In Enhancements and Limitations to ICT-Based Informal Language Learning: Emerging Research and Opportunities, edited by Rashad Ahmed, Abdu Al-kadi, and Trenton Hagar, 54-67. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2116-8.ch003

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Abstract

This chapter is a product of the impediments to measuring ICT-based informal learning in the Saudi EFL context. It unravels difficulties of measuring the outcomes of informal English learning with a particular reference to informal technology-based activities. It succinctly discusses why it is difficult to design, develop, implement, and sustain a comprehensive approach to assessing ICT-based informal English learning outcomes. The major problems surfaced from this discussion included absence of theoretical background of this evolving mode of learning, unawareness of recognizing linguistic, and inability to control the informal ICT-based activities for they are arbitrary and difficult to expect and measure by ordinary tests. Thus, there is a need to adopt alternative assessment tools such as portfolio, progress tests, and self-reporting within a new paradigm shift towards learner-centeredness.

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