Unlocking digital language assessment literacy: Vocational school English teachers’ perspectives

Abstract

The integration of technology in education has expanded considerably, enabling practitioners in vocational education to utilize digital resources effectively. The primary objective of this research is to investigate the current state of digital assessment literacy among teachers and identify areas for improvement. The researcher conducted semi-structured interviews, observations, and document analysis to explore digital literacy skills of the English teachers, based on Hague and Payton`s framework. The study reveals that the integration of digital tools in language assessment in vocational schools in Indonesia is still lagging behind, which has an impact on students' readiness to face the world of work that increasingly relies on digital competencies. The lag is seen from four major categories of the framework, namely technical skills, creativity and analytical skills, communication and collaboration, and cultural and safety awareness. Barriers include access to technology, training opportunities, and pedagogical beliefs. Addressing these challenges through comprehensive policy, training, and research initiatives could transform educational practices and outcomes, aligning them more closely with the demands of the 21st-century workplace.