The authenticity paradox: ESL instructors' negotiation of real-world scenarios and 'safe' spaces in digital assessment

Ameera Irdena Suyansah; Noraini  Said; Esther  Jawing

doi:10.51200/jpp.v14i1.6968

Authors

Ameera Irdena Suyansah Faculty of Education and Sport Studies, Universiti Malaysia Sabah, Malaysia
Noraini Said Faculty of Education and Sport Studies, Universiti Malaysia Sabah, Malaysia
Esther Jawing The Centre for the Promotion of Language Learning, Universiti Malaysia Sabah, Malaysia

DOI:

https://doi.org/10.51200/jpp.v14i1.6968

Keywords:

ESL instructors, authentic assessment, digital assessment, affective filter

Abstract

This conceptual paper study plans to explore the central pedagogical paradox faced by English as a Second Language (ESL) instructors in Malaysian higher education, which is to balance between the tension between authentic assessment and creating a low stress environment for the students. The research acknowledges the crucial need for authentic tasks to simulate real-life experience while utilising digital technologies to prepare the learners for contemporary communicative demands. However, these tasks can heighten the learners anxiety, which results in impeding the performance, thus aligning with Krahsen’ Affective Filter Hypothesis. Therefore, providing supportive, low stress environment can boost the learners confidence but may impede real-world rigour. This paper examines how ESL instructors can navigate this tension, drawing from second language acquisition theory, and review of recent literature related to authentic assessment, digital pedagogy and language anxiety.

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