The Impact of formative assessement on students spelling enhancement

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dc.contributor.authorZaid, Seif Eddine
dc.contributor.authorArrouf, Samira
dc.date.accessioned2018-03-14T11:33:33Z
dc.date.available2018-03-14T11:33:33Z
dc.date.issued2014
dc.description.abstractThe current study is concerned with investigating the effectiveness of formative assessment in enhancing the spelling proficiency. This study was conducted using a quasi-experimental design, in which there was a control and an experimental group.The sample of the study was composed of thirty-seven second-year students of english as a foreign language, who are studying at Larbi Ben M'Hidi university of Oum-El-Bouaghi, for the academic year 2013-2014.Those participants were pre-tested through a paragraph-writing task. Next, they were treated for a period of three weeks, where the experimental group was treated with the integration of formative assessment in the instruction and the control group was treated without the integration of formative assessment in the instruction. Then, they were post-tested through the same task applied in the pre-test. After analysing the results of both tests (pre- and post-test) in terms of error rates, the alternative hypothesis was rejected. That is to say, formative assessment has no significant impact in enhancing students' spelling. Finally, issues for further investigation are suggested.ar
dc.identifier.urihttp://hdl.handle.net/123456789/2490
dc.language.isoenar
dc.publisheruniversity of Oum-El-Bouaghiar
dc.subjectForeign language : englishar
dc.titleThe Impact of formative assessement on students spelling enhancementar
dc.title.alternativethe case of second year LMD students of english at Larbi Ben M'Hidi university Oum-El-Bouaghiar
dc.typeOtherar
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