Analyzing the Effectiveness of Formative Assessment in EFL Writing Classes
DOI:
https://doi.org/10.31185/wjfh.Vol21.Iss4.1223Keywords:
Formative Assessment, EFL Writing, Secondary SchoolAbstract
Formative assessment has increasingly been recognized in English Language Teaching (ELT) as a useful method to enhance the learning processes and outcomes of students. The main aim of the study is to examine the impact of formative assessment on the writing proficiency of EFL learners under a natural classroom environment. The study was conducted at Al-Narjis Secondary School in Kut, Iraq, among a sample of 25 students of the second intermediate level. A writing test was administered before and after the implementation of a series of formative assessment approaches for six weeks. The approaches implemented were peer feedback, teacher feedback, self-assessment, and the use of writing checklists. The results showed a dramatic improvement in the students' writing skills, namely organization, grammar, and vocabulary use. The study underscores the integration of formative practices in the curriculum and recommends further teacher training in assessment literacy. This research contributes to the current corpus of works on test in ELT and provides realistic suggestions towards improving language instruction in similar educational settings.
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