During the time of Covid-19, language teaching faced numerous challenges and underwent significant changes. Online teaching platforms emerged as valuable tools in the digital learning environment. However, there has been limited exploration of how technologies are integrated into the online learning context, particularly in terms of supporting assessment design and promoting learner agency. To address this gap, the current paper conducted a study at an Irish university, involving eight students over the course of one academic year. These students were provided with both formative Loop quizzes for reviewing their learning content and summative Loop quizzes as continuous assessment tests. The qualitative research data for this study were gathered through participants’ questionnaires. The findings indicated that Loop quizzes as a mediating tool effectively complemented students’ synchronous learning in a flexible and efficient manner. An essential aspect of this project was the examination of the social context in which students demonstrated responsible learning actions and experienced areas for improvement under the guidance of the teacher. The pedagogical model employed in this study was derived from the Vygotskian Zone of Proximal Development, which demonstrated the development of learner agency. The potential study extends to offer insights for language educators as they seek to adapt their teaching practices to cater to the evolving needs of contemporary language learners.