Lecturers’ Perceptions and Experiences in Using Assessment Software in a Higher Education Context

This study investigates EFL lecturers’ perceptions and experiences in using assessment software in undergraduate classrooms at a practice-oriented private university in Hanoi, Vietnam. Although tools for digital assessment have become increasingly integrated into language teaching, there is limited research on undergraduate English as a Foreign Language (EFL) contexts. Hence, this study addresses this gap by exploring how lecturers perceive the usefulness and challenges of e-assessment tools, how their experiences vary across courses, and how their expectations align with actual classroom practices. A qualitative design was adopted, and data were collected through an online questionnaire with open-ended questions administered to twelve EFL lecturers via Google Forms. Participants, with years of teaching experience, shared their perceptions, experiences, and suggestions with regard to the use of assessment software. Thematic analysis following Braun and Clarke’s (2006) framework was used to identify key themes across participants’ responses from the data. Findings from the research reveal that lecturers generally hold positive attitudes toward e-assessment software, emphasizing its ability to provoke student engagement, support differentiated instruction, and provide immediate feedback. Lecturers most frequently used platforms such as Google Forms, Kahoot!, and Quizizz for quizzes, mini-tests, and formative assessments, and some also used them for progress tests and midterm mock tests. However, they also faced notable challenges, including technical issues, unreliable internet connections, concerns about cheating in online tests, and the limited ability of current tools to assess productive skills such as speaking and writing. Another significant barrier was the lack of structured professional training, as most lecturers relied on self-learning to develop competency in using the tools. The study highlights the need for professional training, enhanced technical and institutional support, and improvements in software functions to address the challenges. Future research is expected to approach larger samples and include student perspectives to gain a better understanding of e-assessment practices in EFL higher education.