Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

Autor/inn/en	Muho, Anita; Taraj, Gentjana
Titel	Impact of Formative Assessment Practices on Student Motivation for Learning the English Language
Quelle	In: International Journal of Education and Practice, 10 (2022) 1, S.25-41 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Muho, Anita) ORCID (Taraj, Gentjana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	Student Motivation; Student Evaluation; Learning Motivation; English (Second Language); Second Language Learning; Second Language Instruction; Formative Evaluation; Correlation; High School Students; Public Schools; Private Schools; Questioning Techniques; Portfolios (Background Materials); Self Evaluation (Individuals); Evaluation Methods; Foreign Countries; Albania + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulnote; Studentische Bewertung; Motivation for studies; Lernmotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Private school; Privatschule; Befragungstechnik; Fragetechnik; Ausland; Albanien
Abstract	This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student's portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student's portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01