Investigating the Teachers’ Use of Formative Assessment in the Literature Module: the Case of Third Year EFL Students in the Department of English
| dc.contributor.author | Zaouache, Kahina | |
| dc.contributor.author | Ben Zaid, Kahina | |
| dc.date.accessioned | 2019-09-24T09:55:15Z | |
| dc.date.available | 2019-09-24T09:55:15Z | |
| dc.date.issued | 2017 | |
| dc.description | 62p.:ill;30cm.(+cd) | en |
| dc.description.abstract | The current research investigates the teachers’ use of formative assessment in the literature module for the third year EFL students. It endeavors to glean some insight into whether teachers of this module make use of formative assessment, the different techniques or strategies employed to make use of formative assessment, and its effect on the students’ learning process. To achieve these objectives, the theoretical framework of Heidi Andrade and Gregory J.Cizek entitled “Handbook of Formative Assessment’’ (2010) has been considered as a theoretical plinth. For the sake of empirically investigating the issue, a mixed method approach is adopted. It combines between quantitative and qualitative procedures for data collection and data analysis. The study relies on a questionnaire administered to 156 students of the department of English at the University of Mouloud Mammeri Tizi Ouzu. Apart from the questionnaire, the study relies on semi-structured interviews conducted with three teachers of this module. The data gathered from these instruments are analyzed through the Statistical Package for Social Sciences (SPSS) software and the Qualitative Content Analysis (QCA). The findings of this research reveal that the teachers really make use of formative assessment to teach the module of literature in the classroom. In addition to that, the results show that the teachers do formative assessment through using different kinds of activities such as: traditional classroom tests, homework, projects and group work, and class discussions. Furthermore, the interviewees are cognisant of the importance of formative assessment while teaching literature in the classroom and this is clearly mirrored through the participants who confirmed this point. The results also show that formative assessment affects students learning through improving their achievements, meeting their learning needs, and achieving better understanding. | en |
| dc.identifier.citation | Langage et Communication | en |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/5569 | |
| dc.language.iso | en | en |
| dc.publisher | university Mouloud Mammeri of Tizi-Ouzou | en |
| dc.subject | Formative Assessment, the literature module, third year EFL students, Heidi Andrade and Gregory J.Cizek’s framework, UMMTO. | en |
| dc.title | Investigating the Teachers’ Use of Formative Assessment in the Literature Module: the Case of Third Year EFL Students in the Department of English | en |
| dc.type | Thesis | en |