ASSESSING EFL PRONUNCIATION IN AN ONLINE CONTEXT: A CASE STUDY.

This research analyses my online pronunciation teaching approaches and the online assessments used and recommends ways to improve them. To do so, I employ the principles that govern good test design, development, and analysis (usefulness, validity, reliability, practicality, washback, authenticity, transparency, security). I also analyse the approaches to assessment (the discretepoint approach, the integrative approach, the communicative approach) and discuss how I use them in my teaching as compared to my assessment. My research resulted in five key findings: 1) approximately all of my classes involve all three listening/speaking approaches, though with a minimal focus on the communicative approach; 2) the test items have no focus on the communicative approach; 3) the test is not authentic; 4) my classes contain a limited selection of the techniques belonging to the three approaches; 5) my test is generally in accordance with the guiding principles for good test design. Accordingly, there are a number of issues to consider in order to improve my future online assessments. [ABSTRACT FROM AUTHOR]