This survey attempted to compare the impacts of online assessment (OA) and offline assessment on willingness to communicate, test taking anxiety, and language achievement among Iraqi intermediate EFL students. To achieve this purpose, 63 EFL students were selected as the population in this investigation and then they were assigned into two groups (Offline assessment group and Online assessment group). Next, both groups were pretested on willingness to communicate, test taking anxiety, and language achievement. Then, the members of OA group got the intervention via the OA and the other class, i.e., offline assessment group got the treatment applying the offline assessment. After the instruction which took 21 sessions of 50 minutes, three post-tests of willingness to communicate, test taking anxiety, and language achievement were administered to both groups. The gained results demonstrated that there were differences amongst the post-tests of the two classes in favor of the OA class. In light of the outcomes, some conclusions were drawn and a number of implications were put forward.
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