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Alternative Assessment Procedures in Iranian EFL Writing Classes: The Washback Effect and Learners’ Attitudes
| Content Provider | Semantic Scholar |
|---|---|
| Author | Heidari, Farrokhlagha |
| Copyright Year | 2012 |
| Abstract | This study aimed to investigate the washback effect of three alternative assessment procedures, namely oral-conferences, portfolios, and corporabased feedback on the writing achievement and attitudes of Iranian EFL university learners. The participants taking part in the study were 156 native Iranian students in a mixed Reading-Writing course. Through the two threemonth semesters, the learners were studied in terms of three experimental and one control groups. It should be mentioned that revision was a major component of the pedagogy and learners were asked to incorporate feedback into their revision processes. The findings revealed that the aforementioned assessment procedures led to a significantly better performance of the participants and created a considerable change in their attitudes. |
| Starting Page | 51 |
| Ending Page | 76 |
| Page Count | 26 |
| File Format | PDF HTM / HTML |
| DOI | 10.22111/ijals.2012.78 |
| Alternate Webpage(s) | http://ijals.usb.ac.ir/article_78_ad720b874ca14def6298327ef22c63b0.pdf |
| Alternate Webpage(s) | https://doi.org/10.22111/ijals.2012.78 |
| Volume Number | 3 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
