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<p style="text-align: justify;">The tools that teachers use to teach and assess their students have a significant impact on how they teach and how well their students learn. However, we need to know more about how primary school teachers utilize technology to assess in the classroom. To fill this gap, we conducted a study to investigate how teachers in seven countries&mdash;Brazil, China, Colombia, Ecuador, Japan, Taiwan, and Vietnam&mdash;utilize technology to assess students' proficiency in speaking and writing. A total of 142 teachers participated in an online survey to provide information about how they utilize technology to assess students' speaking and writing skills in the classroom, as well as the challenges they encounter. We selected 16 teachers to participate in one-on-one online interviews, allowing us to gain a deeper understanding of how technology is utilized in classroom assessments. The findings highlight the technology tools educators use to assess the speaking and writing skills of young language learners, how they use them, the features they like, and perceptions concerning the benefits and challenges of integrating technology into classroom assessments. We also provide suggestions on how to use technology assessment tools more effectively, tailored to young language learners, to enhance their classroom assessment practices.</p>

ltrq.2025.51.03.pdf

Original Research 

ltrq.2025.51.03.xml

Technology Use in Classroom-Based Assessment for Young Learners: Teachers’ Practices and Perceptions

Guest-editors: 
Christine Coombe 
Higher Colleges of Technology, Dubai, UAE 
Tony Clark 
Cambridge University Press & Assessment, UK 
Hassan Mohebbi 
European Knowledge Development Institute, Turkey


Special Issue: In Honour of Carol A. Chapelle’s Contributions to Language Assessment and Learning (Volume 51-Second Part)