Exploring Online Writing Assessment Amid Covid-19: Challenges and Opportunities from Teachers’ Perspectives

Remote online second language (L2) writing instruction, in general, and remote L2 assessment, particular, require a holistic structural approach that results improving students’ writing, as well offering an authentic fair assessment of performance. The study described this paper employed convergent parallel mixed methods where the Covid-19 pandemic, purpose research, necessitated adoption research design since it can provide basis for answering question: What impact did full mode teaching have on education. In survey part 241 English Foreign Language (EFL) teachers working Saudi Arabia participated custom-designed 30-item questionnaire utilizing five-point Likert scale. qualitative study, nine EFL (four males five females) semi-structured interview which lasted from thirty-five to fifty minutes. A detailed analysis both quantitative primary data indicated are aware importance rubrics standardized procedures awarding grades students. Teachers also highlighted several important advantages remotely. However, vast majority questioned accuracy indicating need more developed model post era. Recommendations included unanimously suggested practices (by participating teachers) mandating presence students onsite during sitting exams, thus providing assurance authenticity performance exams possibility monitor all while they sit exams.