Examining Context-Based Assessment Approaches for Enhancing English Language Learning in Pakistani Higher Education

Abstract

The incorporation of authentic and meaningful assessment practices in English language teaching and learning has been widely recognized in second language acquisition and pedagogy as essential for promoting effective language development. The present study investigates the pedagogical benefits of integrating authentic assessment tasks into a university-level English language course in Pakistan, conducted through a blended learning mode. Undergraduate students from intermediate and advanced proficiency levels collaborated with peers and trained mentors to complete assessment tasks designed around real-life communicative contexts, reflecting the core elements of authenticity. Data were collected from multiple sources, including students’ written tasks, reflective journals, semi-structured interviews, and online discussion forums. Findings indicate that, despite certain implementation challenges, the integration of authentic assessment practices significantly enhanced students’ communicative competence, learner autonomy, and motivation. The study concludes with practical recommendations for educators and policymakers on how to effectively embed authentic, context-based assessments into ESL curricula within Pakistani higher education institutions.