Investigating the Role of Formative Mobile Based Assessment in Vocabulary Learning of Pre-Intermediate EFL Learners in Comparison with Paper Based Assessment

Year 2020, Volume: 21 Issue: 1, 181 - 196, 01.01.2020

Nahid Yarahmadzehı Mostafa Goodarzı

https://doi.org/10.17718/tojde.690390

Cited By: 8

Abstract

Throughout this study technology and especially mobile phones was utilized in EFL classrooms in order to see whether it can influence the process of vocabulary formative assessment and consequently improve vocabulary learning of Iranian pre-intermediate EFL learners or not. Two groups of pre-intermediate EFL learners participated in this study. Regarding the first group (FMA) the vocabulary learning of learners was assessed formatively during ten sessions using Socrative mobile application. The vocabulary learning of the second group (FPA) was also assessed formatively but paper and pen were the instruments used by instructor and students to take the tests. After applying quasi-experimental research design including pretest, treatment and posttest and after running independent sample t tests to posttest scores, the results showed that those pre-intermediate EFL learners attending in the group where vocabulary gain was assessed formatively using mobile application named Socrative performed significantly better in posttest than group assessed formatively based on paper and pen (Sig=0.03<0.05). The analysis of attitude questionnaire distributed among participants of the group assessed formatively using mobile phone exhibited that they possessed a positive attitude towards mobile based testing.

Keywords

Formative assessment, mobile based assessment, paper based assessment, attitude, vocabulary, pre-intermediate EFL learners

References

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