The Effects of Achievement‑Based Assessment on Reading Proficiency, Academic Impulse, Language Apprehension, and Learners’ Self‑Perceptions
DOI:
https://doi.org/10.17507/jltr.1501.26Keywords:
reading comprehension, academic impulse, language apprehension, self-confidence, achievement-based evaluationAbstract
The different sorts of assessment assignments have an impact on both the learners' psychological health and the learning process. Educationalists have spent years trying to identify and put into practice accurate and practical methods for effectively assessing students. Few research studies have tried to investigate how achievement-centered evaluation impacts reading perception, learning impulse, language apprehension, and students' self-confidence assessment despite the significant impact achievement-based has on second language learning. The current study set out to fill this gap in the literature by evaluating how achievement-based assessment affected the development of reading comprehension, academic impulse, language apprehension, and one’s self-confidence. To attain the study goal, 66 intermediate EFL students were randomly split into two groups: an experimental group (EG) and a control group (CG). The students in the CG (N=31) received the conventional assessment over the course of this study (12 sessions). The learners in the (EG) (N = 35), received an achievement-based assessment. The One-Way MANOVA Test showed that students in the experimental group did better than those in the control group. The findings also demonstrated how important the role achievement-based assessment played in promoting reading comprehension, academic impulse, language apprehension, and self-confidence. The results of this study may have repercussions that are advantageous to language learners, teachers, curriculum designers, and policymakers presenting chances for further achievement-based practices.
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