LEVERAGING TECHNOLOGY-BASED AFL AND AAL WITHIN THE FRAMEWORK OF ENGLISH DIFFERENTIATED INSTRUCTION IN INDONESIA by Lu’luil Maknun, Zamzani, & Jamilah
LEVERAGING TECHNOLOGY-BASED AFL AND AAL WITHIN THE FRAMEWORK OF ENGLISH DIFFERENTIATED INSTRUCTION IN INDONESIA by Lu’luil Maknun, Zamzani, & Jamilah

Summary/Abstract: Teachers must foster within themselves the idea that technology is a part ofcivilization that must inevitably go hand in hand with teaching and learning,including assessment. Technology-based assessment should assist teachers indealing with digital native students who are already aware of their own needs,requiring teachers to integrate differentiated instruction. This qualitative studyreported EFL teachers’ perceptions and challenges regarding technology-basedassessment for learning (AfL) and assessment as learning (AaL) within thedifferentiated instruction framework. Gathering the data involved conductingstructured interviews with 60 EFL teachers hailing from Yogyakarta, Indonesia,and utilizing the grounded theory framework as the analytical foundation. Thisstudy used content analysis. The transcribed interview data underwent codingthrough a systematic step-by-step process. It involved repeatedly reviewing thedata to identify common patterns and recurring themes. The findings showedthat EFL teachers had different perspectives about technology-based AfL andAaL within English-differentiated instruction. Most EFL teachers could bebetter at giving feedback after using the AfL process. They need more time toprepare technology-based AfL and AaL for differentiated instruction and groupstudents based on their needs and abilities. Internet connectivity disrupts studentengagement. Teachers mainly focus on professional development activities. Thestudy suggests that EFL teachers and trainers should use a technology-basedmodel for AfL and AaL to support differentiated instruction.

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