Digital assessment literacy and feedback in writing classrooms among undergraduate EFL learners

Abstract

Digital technology in higher education has altered the assessment and feedback processes, specifically in the English as a Foreign Language (EFL) writing classroom. Although digital tools are widely used, feedback is still not as effective as it could This study examined the level of DAL, the level of effective feedback practices (EFP), and whether DAL predicts EFP in EFL writing classrooms at Universitas Persatuan Guru Republik Indonesia Semarang, Indonesia. This study used a quantitative, cross-sectional survey design. The researcher administered a structured questionnaire to gather data from 95 undergraduate students and analyzed the data using descriptive statistics and simple linear regression. The findings reveal that both DAL (M = 3.83) and EFP (M range = 3.63–3.82) are at high levels. More crucially, as it turned out, DAL was a powerful and statistically significant predictor of EFP (R =.74; R 2=.54; p