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Behnam, Biook, Ahmadi, Heidar, Seifoori, Zohreh. (1402). Retelling as a Formative Assessment Strategy: Enhancing EFL Learners’ Reading Comprehension and Vocabulary Knowledge. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijals.2023.40981.2242
Biook Behnam; Heidar Ahmadi; Zohreh Seifoori. "Retelling as a Formative Assessment Strategy: Enhancing EFL Learners’ Reading Comprehension and Vocabulary Knowledge". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1402, -. doi: 10.22111/ijals.2023.40981.2242
Behnam, Biook, Ahmadi, Heidar, Seifoori, Zohreh. (1402). 'Retelling as a Formative Assessment Strategy: Enhancing EFL Learners’ Reading Comprehension and Vocabulary Knowledge', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijals.2023.40981.2242
Behnam, Biook, Ahmadi, Heidar, Seifoori, Zohreh. Retelling as a Formative Assessment Strategy: Enhancing EFL Learners’ Reading Comprehension and Vocabulary Knowledge. نشریه علمی دانشگاه سیستان و بلوچستان, 1402; (): -. doi: 10.22111/ijals.2023.40981.2242

Retelling as a Formative Assessment Strategy: Enhancing EFL Learners’ Reading Comprehension and Vocabulary Knowledge

Iranian Journal of Applied Language Studies
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 04 مرداد 1402
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22111/ijals.2023.40981.2242
نویسندگان
Biook Behnam* 1؛ Heidar Ahmadi2؛ Zohreh Seifoori3
1Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
چکیده
Abstract

Iranian high school students confront various challenges in understanding reading passages and learning vocabulary since appropriate process-oriented assessment techniques with constructive and communicative feedback are not practiced to consolidate instruction and learning. The effect of formative assessment (FA) retelling strategy on vocabulary knowledge and understanding passages was investigated and scrutinized in this quasi-experimental study in EFL context. Thus, a sample of 48 intermediate EFL students were selected and assigned to two intact groups. The retelling assessment was implemented for the experimental group (EG), while the product-oriented summative assessment was applied to the control group (CG). The pre-test scores taken at the first phase of the study followed by the eight-week assessment process. Finally, the post-test scores were taken. For the purpose of the analysis, Independent Samples T-test and the one-way ANCOVA were utilized to compare and contrast the mean scores. The findings were in favor of the retelling technique which developed the vocabulary command and text comprehension in the EG. Moreover, little or no significant impact was revealed for the product-oriented assessment in the CG. The findings can be pedagogically rewarding for learners, teachers and theoreticians and may cast light on SLA research in applying FA techniques.
کلیدواژه‌ها
Product-oriented Assessment؛ Process-oriented Assessment؛ Constructive Feedback؛ Scaffolding؛ Summative Assessment
آمار
تعداد مشاهده مقاله: 19


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