NDLI: Formative Assessment , Reading Comprehension and Efl Learners ’ Autonomy

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Formative Assessment , Reading Comprehension and Efl Learners ’ Autonomy

Content Provider	Semantic Scholar
Author	Alipanahi, Fatemeh Artishehdar, Nesa
Copyright Year	2016
Abstract	This study investigated the effect of formative assessment followed by remedial instruction on reading comprehension of Iranian EFL learners. Forty-two intermediate students were selected as the participants of the study based on their performance on the Nelson English Language Test. They were randomly divided into control and experimental groups. Students in both groups took part in a reading pre-test, then during eighteen sessions read passages from Interaction 2 Reading book, and accomplished the exercises following each passage. Every four sessions, the experimental group took a quiz. Based on their performance on quizzes, the participants received a remedial instruction. At the end of the treatment, both groups took part in a reading post-test. To examine the autonomy differences in two groups, the Learner Autonomy Questionnaire (Zhang & Li, 2004) was administered to both groups twice before the treatment and after it. Paramedic statistics was used to analyze. The results indicated that formative assessment and remedial instruction have a significant effect on the reading comprehension of Iranian EFL learners. And level of autonomy. The results of this study could help course book designers, educational planners, material developers, foreign language institutes, teachers, and learners to provide a better context for foreign language learning and improving different language skills.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://www.cibtech.org/sp.ed/jls/2016/02/10-JLS-S2-010-FATEMEH-FORMATIVE.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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