A Probe into EFL written expression teachers’ and first -year EFL students’ attitudes, preferences, and practices toward formative assessment in writing classroom
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Date
2020
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أم البواقي
Abstract
Formative assessment or assessment for learning, a significant type of assessment, is currently receiving an increasing amount of attention in the literature on ESL/EFL language teaching and learning. While formative assessment effectiveness has been hypothesised to benefit teachers and students, much empirical data has investigated summative assessment and little empirical research has investigated its actual effectiveness and practice in real EFL writing classes. The present study has continued that focus by investigating teachers’ and students’ attitudes and beliefs toward formative assessment importance, implementation, and practices in EFL writing classes. A quantitative descriptive approach underpinned the study. This approach, involved the adoption of questionnaires as a single primary instruments to examine teachers and students opinions regarding formative assessment in EFL writing classes. Ten teachers of written expression and seventeen first- year LMD students enrolled in the English Department at the University of Oum El Bouaghi completed the questionnaires. Findings from the study revealed that teachers were highly aware of the importance of formative assessment practices; yet, a number of factors appeared to influence teachers’ willingness to implement this process within the writing classroom. Likewise, both teachers and students positively affirmed the efficacy of integrating formative assessment process to teaching and learning the writing skill. The results of the study may contribute to an understanding of the significance of adopting formative assessment process as a conventional mode of assessment to achieve students’ academic goals and enhance their academic writing skill.
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Keywords
Formative assessment, Writing skill, Formative assessment practice