THE BENEFICIAL IMPACTS OF APPLYING FORMATIVE ASSESSMENT ON IRANIAN UNIVERSITY STUDENTS’ ANXIETY REDUCTION AND LISTENING EFFICACY

Öz

Anahtar Kelimeler

• Formative assessment
• Instruction
• Listening efficacy
• Anxiety

THE BENEFICIAL IMPACTS OF APPLYING FORMATIVE ASSESSMENT ON IRANIAN UNIVERSITY STUDENTS’ ANXIETY REDUCTION AND LISTENING EFFICACY

Abstract

This study investigated the continuous influence of applying formative assessment on EFL (English as a foreign language) learners’ anxiety and listening efficacy. The participants, divided into an experimental and a control group, were 60 Iranian EFL learners in an English-language institute. This study thus highlights the pedagogical implications of assessment in EFL classrooms. Therefore, this report investigated the effect of formative testing used by teachers on students’ achievement in EFL classes and its effect on reducing anxiety and improvement of listening efficacy. All in all, our hypothesis was that providing learners with formative testing during the instruction will have a beneficial impact on their improvement and learning. The sample consisted of one experimental and one control group. The data collected were analyzed by using t-test. The results revealed that there was a significant difference in the level of achievement of the treatment group in the intended matters (anxiety and listening efficacy in comparison to the control group in the summative test due to taking advantage of formative assessment).

Keywords

• Formative assessment
• Instruction
• Listening efficacy
• Anxiety

Kaynakça

1. Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J. P. Lantolf& M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 57-86). London: Equinox.
2. Alderson, J.C., Wall, D. (1993). Does wash back exist? Applied Linguistics, 4, 115-129.
3. Assessment Reform Group. (2007). Assessment for learning. Retrieved on March 11, 2010, from http://www.assessment-reform-group.org/ASF.html.
4. Bailey, K. M. (1996). Working for wash back: A review of the wash back concept in language testing. Language Testing, 13(3), 257-279.
5. Basol, G. & Johnson, G. (2009). Effectiveness of frequent testing over achievement: A meta-analysis study. International Journal of Human Sciences, 6(2), 99-120.
6. Black, P., &Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
7. Bozorgian, H., &Pillay, H. (2013). Enhancing foreign language learning through listening strategies delivered in L1: an experimental study. International Journal of Instruction, 6 (1), 105-122.
8. Brown, J. D. (2005).Testing in language programs: A comprehensive guide to English language assessment. McGraw-Hill.