نام و نام خانوادگی:مهناز حسینی
عنوان پایان نامه:Effectiveness of Formative Assessment on Iranian Intermediate EFL Learners` Autonomy and Motivation
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر علیرضا نجفی
چکیده:
Formative assessment can be seen as an integral part of teaching and
learning, as formative assessment affects students’ learning and vice versa. This research sought to investigate the effect of formative assessment on motivation and autonomy of the Iranian intermediate English learners. To collect data, Oxford Placement Test, Leenknecht et al. (2021) Autonomy Test, and the Motivation Questionnaire Good et al (2022), were administered. To fulfill the objectives of the study an Oxford Placement Test (OPT) was administered among 100 female EFL learners, in Isfahan, Iran and finally 40 participants were selected. Then, they were divided into two subgroups, namely control and experimental groups. The experimental group was assessed by formative assessment, while the control group was assessed by non-formative assessment. In doing so, twenty of forty intermediate level students involved in the class based on formative assessment had the opportunity to be assessed through quizzes, class games, and on-the-spot evaluations while the control group was assessed through final exams, reports, presentations, and projects that demonstrate the cumulative knowledge a student has gained over the course of study. Moreover, a motivation questionnaire and an autonomy questionnaire were given to both groups at the beginning and at the end of study. After receiving treatment for 20 hours of English language class time, autonomy and motivation questionnaires were used to obtain the data and were analyzed using parametric independent samples t-test so that it got information about if there was any statistically significant difference between the two groups in terms of their autonomy and motivation before and after completion of the specific treatment on the formative assessment for the experimental group. The findings of the study revealed that there was a significant effect of formative assessment on the students’ autonomy; as well as a significant effect of formative assessment on the students’ motivation. Generally, the experimental groups outperformed the control groups. Finally, several implications that may help guide future research are offered.
کلیدواژه:
Autonomy, Intermediate Students, Formative assessment, Motivation