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Abstract
Nowadays, alternative assessment approaches in English as a Foreign Language (EFL) classrooms are taken seriously due to their potential to foster learner-centered pedagogies and enhance language acquisition. This review examines these methods' implementation, perceptions, and impact in EFL classrooms. By synthesizing the literature, this work aims to identify key alternative assessment practices, such as portfolios and peer evaluations, and analyze their effectiveness in improving language proficiency. This review explores the challenges and positive aspects of these practices, offering insights into their practical implications. Using a semi-systematic approach, relevant articles were selected based on defined inclusion and exclusion criteria, focusing on recent peer-reviewed studies within the EFL context. Results showed that, despite challenges, alternative assessment must be explored and used in EFL classrooms as part of a change in education.
References
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