VietTESOL International Convention 2026

Digital formative assessment (DFA) has become increasingly integrated into tertiary EFL classrooms due to its potential to enhance student engagement, provide immediate feedback, and support ongoing learning. However, while previous studies have highlighted the benefits and challenges of DFA, less is known about how teachers adapt their practices to sustain DFA implementation in authentic tertiary EFL classrooms. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, this study explored how tertiary EFL teachers adapted their classroom practices to address these challenges. A qualitative multiple-case study was conducted with six EFL teachers over one academic semester. Data were collected through classroom observations and multiple rounds of semi-structured interviews conducted throughout the semester. The findings revealed that teachers encountered various technological, pedagogical, and contextual constraints, including unstable internet access, uneven student participation, limited class time, and students’ low English proficiency. In response, teachers employed a range of adaptive strategies, including integrating gamified digital platforms, scaffolding assessment tasks, and combining digital and immediate verbal feedback. In addition, teachers selectively used AI-assisted tools while maintaining pedagogical control. The findings highlight the role of teacher adaptability in sustaining DFA implementation across technological, pedagogical, and contextual constraints. Overall, the study offers practical insights for EFL teachers and educators seeking to implement DFA in similar higher education settings.