Investigating The Impact of Formative Assessment Strategies and Use on EFL Learners' Oral Fluency and WTC[پايان نامه لاتين]

Shervin Bigdeli

The main focus of this study was on formative assessment and its aim was to investigate the effect of formative assessment strategies on Iranian EFL learners' willingness to communicate (WTC) and oral fluency. Besides, the most effective types of FAS and challenges and difficulties involved in the implementation of the strategies were explored. The participants of this study were 28 Iranian EFL learners (10 males and 18 females) with the age range of 22 to 35 and a mean age range of 28.5, who were categorized into two intact groups (control and experimental). In this mixed method design study, data were gathered employing mixed methods through the WTC questionnaire (McCroskey), PET speaking test, and follow-up interviews with a range of participants (N=10) from the same English backgrounds (pre-intermediate). In this study, the participants in both groups passed a 12 session course. Touchstone 4 was used as the routine material, and formative assessment strategies were formally instructed as the treatment to the participants in the experimental group. To analyze the data,independent samples t-test was used and the results revealed that the experimental group participants' level of willingness to communicate and oral fluency were almost improved after the course ended. In fact the participants were more inclined to start conversations with their classmates and a bit more fluent while speaking. In other words, there was a statistically significant difference between the influences of formative assessment strategies and use and static assessment on EFL learners' WTC and oral fluency. The outcomes of qualitative phase also indicated that feedback was the most favored method by the EFL students because it could help them find their strengths and weaknesses. The second desired strategy was summarizing because it could provide the participants with some ideas for starting a conversation. Furthermore, a reasonable proportion of participants stated that 'lack of idea in the target language' was the most significant problem they confronted during the course. In the light of the findings, some implications and recommendations for further research were presented in the final chapter of the study.