Assessing Task-Based Language Performance through Whatsapp-Mediated Interaction
A Qualitative Study of Authentic Assessment
DOI:
https://doi.org/10.24256/foster-jelt.v7i4.477Keywords:
Authentic Assessment, Language Performance, Social Media, Task-Based Language Learning, WhatsAppAbstract
The rise of social media has provided new opportunities for language learning, particularly for more authentic engagement beyond the formal classroom. This is consistent with the notion of authentic assessment, where language proficiency is assessed by real-life activities, not just written tests. This study aims to analyze the manifestation of task-based language performance through students’ interaction on WhatsApp and how students’ interaction is used as a form of authentic assessment. This study employs a descriptive qualitative approach involving 14 students in the Master’s Program in English Language Education at Universitas Negeri Makassar. Data were collected through task-based discussions in a WhatsApp group, transcript documentation, observation, assessment rubrics, and semi-structured interviews and were subsequently analyzed thematically. The results indicate that students’ language performance is evident in their ability to express opinions, respond to ideas, and engage in spontaneous discussions. Interactions on WhatsApp also demonstrate authentic communication contexts, allowing conversation data to be used to assess aspects of accuracy, fluency, interaction, and appropriateness of language use. This study confirms that the integration of task-based learning and social media can support more contextual language assessment practices, while expanding the use of digital platforms as spaces for learning and assessment in the era of modern learning.
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