Abstract
Although video-based assessment is increasingly advocated as an authentic learning tool, there remains a notable gap in empirical research addressing how English as a Foreign Language (EFL) teachers perceive its practical value, benefits, and challenges in real-world classroom settings. To address this, the present study explores teachers’ perceptions of using student-generated videos as a summative assessment tool, focusing on its pedagogical relevance and feasibility. A qualitative design was adopted, with reflexive thematic analysis (RTA) applied to data collected from online semi-structured interviews with eleven EFL teachers. Using NVivo 14 software, the findings indicate that teachers view video generation as an effective tool for enhancing student motivation and engagement, while also fostering the development of language proficiency and key 21st-century competencies, including creativity, critical thinking, and cultural awareness. However, challenges such as time constraints, institutional limitations, and low digital readiness among both teachers and students were identified as significant barriers to implementation. The study concludes that the successful integration of video-based assessment requires three key elements: careful integration into pedagogy, adequate digital literacy training for both teachers and students, and strong institutional support.