Online and Offline Assessment Methods in Higher Education: A Revisitation of EFL Teachers’ Perceptions and Practices Ali Abbas Falah Alzubi English Department, College of Languages and Translation, Najran University, Najran, Saudi Arabia Khaled Nasser Ali Al-Mwzaiji  English Department, PY, Najran University, Najran, Saudi Arabia Mohd Nazim English Department, College of Languages and Translation, Najran University, Najran, Saudi Arabia Abstract—Assessment is a key component of the educational spectrum and engages teachers in evaluating students’ performance through various methods. During the Covid-19 pandemic, teachers employed various assessment methods through the online mode of teaching and learning; now, at the beginning of the end of the pandemic, teachers are back to practicing offline assessment methods. This study identifies English as a foreign language (EFL) teachers’ perceptions of online versus offline assessment methods in higher education. Furthermore, it targets the best skill-wise assessment methods and constraints that teachers can use when applying EFL assessment methods in both online and offline learning modes. To achieve the study objectives, a descriptive-diagnostic approach was applied; the data were collected from 61 EFL teachers through a questionnaire and semi-structured interviews. The findings show that EFL teachers perceive assessment methods in the online mode of learning as being of a medium level of utility, whereas they perceive assessments in the offline mode of learning as being highly useful. Furthermore, statistically significant differences were found between the EFL teachers’ perceptions of the utility of assessment methods in offline and online modes of learning: the teachers perceived assessments as being significantly more useful in the offline mode of learning. It was also found that the greatest constraints of EFL assessment methods in an online learning mode are issues of cheating and impersonation, insufficient exposure to information technology, and lack of awareness of assistive evaluation tools. In the offline learning mode, the greatest constraints of EFL assessment methods are a lack of awareness of assessment methods and classroom management. In light of these new findings, a set of recommendations is suggested for further research. Index Terms—EFL, teachers' perceptions, assessment, online/offline learning, higher education I. INTRODUCTION Assessment measures the competence level of a learner in any educational setting, and English as a foreign language (EFL) teachers are no exception. In the EFL context, assessments measure the ability of a learner to use the target language. Language assessment is therefore important because it helps teachers decide how to approach the teaching and learning process (Oz & Atay, 2017). Inbar-Lourie (2017) has argued that the way language assessment is performed must be varied to encourage a more formative understanding. Teachers use various methods and practices to assess their learners’ performance. The assessment methods commonly practiced in EFL classes include, but are not limited to, discussions, questions, assignments, presentations, quizzes, observation, portfolios, journals, projects, and peer assessment. The overuse of traditional assessment methods and the evaluation of micro-skills is a trending pattern in language teachers' practice. This was demonstrated in a series of studies by Frodden et al. (2004) which reported that teachers tend to employ quizzes as they are practical assessment tools. Similar results were found in López and Bernal (2009) and Cheng et al. (2004). These studies were conducted exclusively to investigate teachers’ perceptions of language assessment in either offline or online modes of learning. The present study therefore aims to explore EFL teachers’ perceptions and practice of online and offlin e assessment methods in higher education. It identifies EFL teachers’ perceptions of online and offline assessment methods, and aims to determine the best skill -wise assessment methods while discovering the constraints that teachers face when applying EFL assessment methods in both online and offline learning modes. This study is intended to achieve the following objectives: 1. To identify EFL teachers’ perceptions of online and offline assessment methods in higher education.  Corresponding Author. ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 13, No. 6, pp. 1147-1155, November 2022 DOI: https://doi.org/10.17507/jltr.1306.02 © 2022 ACADEMY PUBLICATION