Teachers’ Use of Formative Assessment to Enhance the Students’ Writing Skill: The Case of Second Year Students in the Department of English at Mouloud Mammeri University of Tizi-Ouzou.
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Date
2018
Authors
Journal Title
Journal ISSN
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Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
The core of the present investigation is to shed light on one of the main approaches in teaching EFL which is formative assessment. The aim behind this study is to fulfill two key objectives. First, it intends to explore the extent to which formative assessment is integrated in EFL classes to evaluate the students’ writing skill in the Department of English at Mouloud Mammeri University of Tizi-Ouzou. Second, it seeks to examine the effectiveness of formative assessment strategies on the students’ writing enhancement. To reach the aforementioned purposes, our study relies on Wiliam et al. (2005) key strategies of formative assessment as a theoretical framework. Besides, to proceed in our inquiry, a mixed method research has been adopted. In fact, two data collection instruments are used: a questionnaire addressed to one hundred second year students in the department of English at MMUTO and an interview conducted with writing teachers from the same department. The conclusion drawn through the outcomes of the current research demonstrates that teachers in the Department of English at MMUTO emphasize the implementation of formative assessment’s principles to develop the students’ writing ability. Furthermore, the analysis of the results shows that assessment for learning highly assists students to improve their writing achievements.
Description
30cm ; 65p.
Keywords
Formative assessment, writing skill, FA strategies.
Citation
Linguistique Appliquée et Sémiotique Sociale.