Annotated Bibliography

Gandini, E. A., & Horák, T. (2020). Promoting positive washforward through

personalised test feedback and other benefits: Piloting a computer-based
testing system. Language Learning in Higher Education, 10(1), 235-244.
https://doi.org/10.1515/cercles-2020-2012

This research is the development of a computer-based version of the test of

English as a foreign language (EFL) which is used at the University of Central
Lancashire (UCLan) as an English language test method for international
students. The development research method used in this research involves
observing the practice of computerized English language testing. Meanwhile,
the pilot test was carried out involving 9 international students who took
summer classes. The results of the pilot test showed that students viewed the
computerized test positively, including the feedback feature obtained. So
overall this supports the implementation of fully online tests, especially
because of the administrative and business benefits. This argument has been
strengthened by the findings obtained and confirms the conclusions presented.
The analysis supports the EFL literature by providing empirical evidence
based on pilot tests carried out, so that further development of computerized
EFL tests can then be carried out.

Hasan, M., Islam, A. S., & Shuchi, I. J. (2021). Using mobile-based formative
assessment in ESL/EFL speaking. Journal of Languages and Language
Teaching, 9(1), 117-125. https://doi.org/10.33394/jollt.v%vi%i.3449

This research examines the mobile-based formative assessment (MBFA)

literature and its implementation in developing ESL/EFL speaking skills.
Qualitative research conducted by examining secondary sources in the form of
a series of literature on this topic which focuses on university level adult
ESL/EFL speaking classrooms. This research concludes that there is a certain
level of effectiveness in using MBFA in ESL/EFL speaking classes, when
compared with other methods. This depends on the strategies and principles
used by the teacher in its implementation. Therefore, the research argues that
MBFA should be tried out by teachers to be implemented in other linguistic
skills such as reading, writing and listening. The arguments in this paper are in
 accordance with the findings and make it conclusive at the end of the article.
This analysis contributes to the ESL/EFL literature because it has provided
insight that MBFA is effectively implemented in the English speaking
classroom.

Luthfiyyah, R., Aisyah, & Sulistyo, G. H. (2021). Technology-enhanced formative

assessment in higher education: A voice from Indonesian EFL teachers.
EduLite: Journal of English Education, Literature, and Culture, 6 (1), 42-54.
http://dx.doi.org/10.30659/e.6.1.42-54

This research investigates EFL teachers' perceptions regarding formative

research implemented using technology and their implementation in the
classroom. The qualitative case study method was carried out using semi-
structured interviews involving three participants from different universities.
The research results show that there is a positive perception among teachers in
implementing technology in EFL formative assessment. This is because
technology is considered to increase practicality and is useful and meaningful
for student assessment, especially because the use of technology increases
language accuracy. These arguments have been explained well based on
research findings and are consistent with the conclusions obtained. This
analysis contributes to the EFL literature as evidence that the use of
technology in formative assessment has gained a positive perspective among
teachers because it can help students and increase practicality for English
language learning.

Rachmawati, D. L., & Hastari, S. (2022). Formative Assessment as an

Innovative Strategies to Develop ESP students’ Writing Skills. VELES (Voices
of English Language Education Society), 6(1), 78-90.
https://doi.org/10.29408/veles.v6i1.5174

This research aims to evaluate the formative assessment process carried out by
ESP teachers in Indonesia on students' writing skills. The case study method
was carried out involving two EFL teachers in the Business English course
and their 40 students. Data was collected using questionnaires, semi-structured
interviews and classroom observations. Analysis reveals that formative
assessment has encouraged teachers to develop aspects of writing skills and
 build a good attitude towards Business English. This formative assessment
also increases the involvement of educators and students thereby providing
better learning improvement and reflection. The analysis has consistently
stated research arguments that are supported by research findings and is
concluded at the end of the article. This analysis then contributes to the ESP
literature by providing empirical evidence regarding the power of this type of
formative assessment in improving English writing skills in students at the
university level.

Rohman, K. A. (2019). The Students Perceptions on a Test Of English Proficiency As

Graduation Requirement. LLT Journal: A Journal on Language and Language
Teaching, 22(2), 171-181. https://doi.org/10.24071/llt.2019.220204

This research intends to examine the implementation of the Test of English

Proficiency (TEP) by exploring student perceptions and the implementation
process carried out. This was carried out using a case study method involving
288 students as respondents in interviews, observations, questionnaires and
documentation. The conclusions obtained show that students have the
perception that TEP is meaningful and beneficial which motivates them to
learn English. Students also get satisfaction in the entire TEP implementation
process carried out by the institution. The analysis carried out has provided
good arguments that are in line with the results and conclusions obtained. This
paper contributes to the ESP literature by providing empirical evidence
regarding students' perceptions of the Test of English Proficiency (TEP) taken
after studying English.

Semahat, Aysu., & Özcan, F. H. (2021). Needs Analysis in Curriculum Design:

Language Needs of Tourism Students. Sakarya University Journal of
Education, 11(2), 305-326. https://doi.org/10.19126/suje.854993

This research conducted a needs analysis for tourism students in the

Vocational English Course. The analysis was carried out by distributing
questionnaires and semi-structured interviews to 70 students, 112 graduates, 9
contents experts and 50 tourism professionals. This involved quantitative data
analysis using SSPS and qualitative analysis in translating interview
transcripts. The analysis concluded that there are four language skills that are
 considered important for tourism students: reading, listening, speaking and
writing. Among them, listening and speaking skills are considered the most
important to support their profession in the future. This analysis has provided
conclusions that are in line with the arguments presented throughout the
article. This analysis contributes to the ESP curriculum development literature
by conducting a needs analysis that not only includes student and teacher
perceptions, but also content experts and professionals in the field as
employers.

Stefanova, A. (2022). Studying the ESP needs of students of economics and socio-
political studies. Journal of Teaching English for Specific and Academic
Purposes, 627-642. https://doi.org/10.22190/JTESAP2104627S

This article conducts a needs analysis study on ESP learning which is intended
to optimize courses for economics and sociopolitical science students. The
analysis was carried out in two stages, the first was a trial and the second was
a study of student attitudes and perceptions. This was done by distributing a
survey to 567 students. The research results show a series of skills that are
considered important by students to be provided in ESP teaching, including
the need for grammar. At the same time students perceive the need for
additional hours of ESP courses. The analysis has provided arguments that are
consistent with the research findings and are reiterated in the conclusion. This
analysis has contributed to the ESP literature, especially in the Bulgarian
context, so that the results can then be considered in an effort to improve the
quality of ESP courses based on students' needs.

Ulum, Ö. G. (2020). ESP needs analysis of Turkish learners of English in

architecture. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (18), 443-456.
https://doi.org/10.29000/rumelide.706089

This research carries out an assessment of the ESP (English for Specific
Purposes) needs analysis for architecture students in Turkey. The research
used a phenomenological design and examined 53 students and two people
from the architecture faculty using a questionnaire survey instrument. The
findings show that there is a need for reading, writing, speaking and listening
skills along with students' difficulties in producing, speaking and writing.
 Therefore, it is proposed to carry out collaboration with language faculties to
improve ESP education. The article has presented arguments well and in
accordance with the findings and is consistent with the conclusions presented
at the end of the article. This analysis has conducted a phenomenological
study that contributes to the ESP literature by providing empirical evidence of
a specific set of needs of architecture students in their ESP learning.

Wolf, M. K., & Lopez, A. A. (2022). Developing a Technology-Based Classroom

Assessment of Academic Reading Skills for English Language Learners and
Teachers: Validity Evidence for Formative Use. Languages, 7(2), 71.
https://doi.org/10.3390/languages7020071
This research intends to design a class-based formative assessment tool to
examine the extent to which English language learner (EL) students' learning
has been successfully implemented. This research used an exploratory study
approach to examine the usefulness and validity of an assessment tool tested
on three teachers and 62 EL students. The research concluded that the tool
developed had the potential to carry out formative assessment, but limitations
in teacher understanding and limited skills in using the tool had hampered its
comprehensive implementation. The analysis has been carried out well as
indicated by the existence of arguments that are in line with the findings and
conclusions presented. This analysis has contributed to the EL literature by
providing an alternative formative assessment tool that can be used by
teachers to measure EL students' English language and literacy skill gains.

Zou, M., Kong, D., & Lee, I. (2021). Teacher engagement with online formative
assessment in EFL writing during COVID-19 pandemic: The case of
China. The Asia-Pacific Education Researcher, 30(6), 487-498.
https://doi.org/10.1007/s40299-021-00593-7

This study examined English-as-a-foreign-language (EFL) teachers'

perceptions of online formative assessments implemented in three Chinese
universities during the Covid-19 period. The qualitative case study method
was used involving three teachers who taught English writing skills. The
findings show that formative assessment of writing ability is determined by
three types of teacher involvement: distracting, auxiliary, and integral. This is
manifested by a variety of emotional, physical-cognitive, and social
investments in the use of information and communication technology in
formative assessment. Apart from that, teacher confidence, digital literacy and
teaching experience also influence the level of individual engagement. The
article has clearly provided the main argument which then provides a
conclusive conclusion and summarizes the findings. The analysis contributes
to the EFL literature because it has enriched knowledge regarding the level of
engagement of EFL writing teachers in online formative assessment by
identifying three types of teacher engagement.