Eliciting Views on Using the Take-Home Exam as an Assessment Technique in the EFL Context Case of Master One EFL Students at Ibn Khaldoun University of Tiaret

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Dedications, Dedications, Acknowledgements, Abstract, List of Abbreviations and Acronyms, List of Tables, List of Figures, List of Graphs, General Introduction, I. Statement of the Problem and Research Question, II. Hypotheses, III. Motive behind the study, IV. Aims and Objectives of the study, V. Significance of the Study, VI. Research Methodology, VII. Organization of the Work, Chapter One, Key Concepts about Online Education and Assessment, 1.Introduction, Section One: Online Education Overview, 1.1.Online Learning Definition, 1.1.1.Attitudes Towards Teaching And Learning In The Online Context, 1.2.The Impact Of The Covid-19 Pandemic On Education, 1.2.1.The Effectiveness Of Online Education, 1.2.2.The Difficulties Of Online Learning, 1.3.The Criteria Of Online Learning, 1.4.Types of Resources for Online Learning, 1.4.1.Learning Management Systems And Online Assessment, 1.4.1.1.Moodle, 1.4.1.2.Google Class-room, Section Two: Assessment Overview, 1.1. Assessment Defined, 1.2. Definition of Assessment, 1.3. Difference Between Online and Classroom Assessment, 1.3.1. The Benefits of Online Assessment, 1.3.2. Techniques of Online Assessment, 1.3.2.1. Multi-Choice Tests, 1.3.2.2. True-or-false items, 1.3.2.3. Essays, 1.3.2.4. Short-Answer Tests, 1.3.2.5. Online Games, 1.3.2.6. Student Journaling, Blogging and Wiki Building, Online Digital or E-Portfolios, Section Three: Take-home Exam Overview, 1.1. Take-home Exam Definition, 1.2. Different Formats of Take-home Exams, 1.2.1. Take-home Exams, 1.2.2. Open-book, 1.2.3. Types of Question That Can Be Used for Take-home Exam, 1.2.3.1. Exam Setup, 1.2.3.2. Essay Question, 1.2.3.3. Case study Questions, 1.3. Advantages of Take-home Exams, 1.4. Disadvantages of Take-home Exams, 1.5.Conclusion, 2.Introduction, Chapter Two, Related Concepts to Take-home, Section One: Online Education in Algeria, 2.1.Online Learning in Algeria, 2.1.1. Teaching During the Pandemic, 2.1.2.Material and Methods, 2.1.3.Types of Online Learning, 2.1.3.1.Online Platforms, 2.1.3.2.Moodle, 2.1.3.3.Moodle as an Online Management Learning System, 2.1.3.4.Google Classroom and Zoom, 2.2.The Difficulties of Applying Online Learning, Section Two: The LMD and The Classical System Overview, 2.1. English in the Globalized Era, 2.2.The LMD and the Classical System, 2.2.1.Higher Education, 2.2.2.The LMD, 2.2.3.The Classical, 2.3.Comparative study of LMD and Classical, 2.4.Pitfalls and stereotypes, 2.4.1. Assessment, 2.4.2.Testing, 2.4.3.The Evaluation, 2.4.4.Assessment, Classical Vs. LMD System, Section Three: LMD and classical system in Algeria, 2.1. Teaching and Learning and Assessing English in LMD, 2.1.1. ELT in Algeria, 2.1.2. ELT at University, 2.2. The LMD System and the English Language Teaching, 2.3.Conclusion, 3. Introduction, Chapter three, Research Methodology and Data Analysis, Section One: Description of the Study, 3.1. Research Design, 3.2. Research Methods and Data Collection Tools, 3.2.1. Quantitative Approach, 3.2.2. Description and Objectives of the Questionnaire, 3.2.3. Qualitative Approach, 3.2.4. Description and Objectives of the Interview, Section Two: Data Analysis and Interpretation, 3.1. Analysis of the Students’ Questionnaire, 3.1.1. Student’s Background Information, 3.1.1.1. Personal Information, 3.1.1.2. Students’ Attitudes towards the Use of the take-home exams, 3.2. Discussion and Interpretation of the Students’ Questionnaire, 3.3. Teacher’s Interview Analysis and Interpretation, 3.4. General Discussion of the Findings, Section Three: Recommendations, and suggestion for further research, 3.1. Recommendations, 3.1.1. Question types, 3.1.1.1.Changing the order of the question types, 3.1.2.How is it set up, 3.1.3.How does it work, 3.1.4.How Should I Set Up and Prepare My Exam Space, 3.2. Conclusion, General conclusion, Bibliography, Appendix, Summary

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