EFL Teachers’ Perceptions of The role of Online Quizzing Platforms in Assessing Listening Comprehension

Abstract

Recent developments in Information and Communication Technology (ICT) have significantly influenced English as a Foreign Language (EFL) teaching and assessment. This study examines EFL teachers' erceptions at El Moudjahid Abdelhafid Boussouf University, Mila, regarding the use of online quizzing platforms like Quizizz and Kahoot for first-year listening assessment. The research is guided by three primary questions: How do EFL teachers perceive the use of these platforms for listening assessment? What challenges do they ncounter during implementation? And what pedagogical motivations drive instructors to favor these digital tools over traditional, paper-based tests? By investigating these areas, this study explores the feasibility of ansitioning toward more interactive, feedback-oriented assessment. Data from 17 university teachers reveal that while practitioners appreciate the motivational value and efficiency of digital tools, actual implementation remains restricted by infrastructure limitations, technical issues, and concerns regarding academic integrity. The study concludes that maximizing the potential of these platforms in the Algerian EFL context requires improved institutional support, targeted training, and better technical resources