STUDENTS’ PERCEPTIONS ON THE USE OF BRITISH COUNCIL ENGLISHSCORE

ABDUL, MALIK AKBAR (2026) STUDENTS’ PERCEPTIONS ON THE USE OF BRITISH COUNCIL ENGLISHSCORE. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study examines students’ perceptions of using British Council EnglishScore, a digital-based English assessment application. The advancement of digital assessment technology has encouraged the use of digital tools that provide more flexible and practical alternatives for English learning and assessment. British Council EnglishScore is a mobile-based application that offers English proficiency assessments aligned with the CEFR, covering listening, reading, grammar, and vocabulary. This study applies Jean Piaget’s Constructivist Theory to explain how students construct knowledge through their interactions with the application. This research employed a mixed methods design using a triangulation approach. Quantitative data were collected through questionnaires, while qualitative data were obtained from students’ reflection journals, both administered using the same Google Form. The participants consisted of 11 students from the English Education Study Program at the University of Bandar Lampung. The data were analyzed descriptively and grouped into three categories: students’ perceptions, benefits, and challenges. The findings show that students perceived British Council EnglishScore as a practical, flexible, and easy to use assessment tool that supported of their listening, vocabulary, and reading skills. However, students also reported several challenges, including difficulties in understanding listening audio, variations in English accents, limited vocabulary, unstable internet connections, and restricted features in the free version of the application. Overall, the findings indicate that British Council EnglishScore supports active learning and cognitive development, consistent with Jean Piaget’s Constructivist Theory, in which students construct knowledge through direct interaction and meaningful assessment experience.

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