The Efficacy of Classroom Assessment Techniques in Motivating Lebanese Students to Learn

Content Provider	Semantic Scholar
Author	Bazhouni, Maya
Copyright Year	2020
Abstract	The globalization process has resulted in the widespread of English as lingua franca, thereby compelling countries like Lebanon to embrace English as a second language for teaching and communication. Various techniques have been employed to encourage English learning and use among students in Lebanon, including classroom assessment techniques. The objective of the present study was to evaluate the efficacy of formative and summative assessments in motivating English Second Language (ESL) students to learn English in Lebanon. The integrative review research design was adopted to identify relevant studies focusing on the application of formative and summative judgments in ESL classes. The integrative appraisal resulted in the selection of thirteen papers that met the study's inclusion criteria, including three studies that employed mixedmethods, two quasi-experimental studies, two qualitative papers, two quantitative, two literature reviews, and two systematic reviews. A qualitative synthesis of the findings led to the identification of three dominant themes, namely, classroom assessment practices, corrective feedback, and self-monitoring, and three sub-themes: selfconfidence, active participation, and safe classroom environment, representing ways through which classroom evaluations, particularly formative assessments, motivate ESL students to learn English.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://www.iosrjournals.org/iosr-jrme/papers/Vol-10%20Issue-1/Series-5/F1001053037.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article