Success and failure of English as a foreign language lecturer in applying the assessment as learning in higher education

The paper intends to describe how English-as-aforeign-language lecturers succeed and fail to apply the assessment as learning in programs of teaching and learning English as a foreign language in higher education. The explanatory mixed-methods were conducted to survey 57 respondents in the higher education institutions in the Special Province of Yogyakarta, Indonesia and to interview 8 respondents in the high-level group of applying the assessment. Two criteria of success and failure are (1) to promote active and proactive learning and (2) to result in a good learning outcome. The findings indicate that some of the lecturers succeeded in promoting active and proactive learning of peer assessment, self-assessment, self-reflection in and outside the classrooms, and no criteria compliance, providing oral and written feedback to students, and resulting in good final grades. A lecturer failed to apply the assessment for her limited knowledge, and some lecturers failed because of their low achieving students and had no time to give feedback