An Investigation on EFL Students’ Perceptions of Task-Based Language Assessment in the Blended Learning Environment

This study examined the Turkish EFL students’ perceptions of task-based language assessment (TBLA) in the blended learning environment at the tertiary level. It aimed to discover whether there were any significant differences in their perceptions based on gender and level of proficiency. It was a cross-sectional survey design study using the convenience sampling method with the participation of 54 students. Students’ Perceptions of Assessment Questionnaire (SPAQ) was used to collect data descriptively, reporting the means and standard deviations of the results via SPSS 22. The Cronbach’s alpha value, which reveals the scale’s internal consistency, was calculated to be 0.81. After checking the normality and linearity of the data, a multivariate analysis of variance (MANOVA) was carried out. The results showed that the students positively perceived TBLA in the blended learning environment. Although the female students obtained slightly higher mean scores on the three scales of the questionnaire, no significant gender differences were reported. Likewise, there was not a significant difference between the A2 and B1 level students’ perceptions despite the A2 level students’ slightly higher mean scores on three scales.