期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2015
卷号：4
期号：2
页码：189-192
DOI：10.7575/aiac.ijalel.v.4n.2p.189
出版社：Australian International Academic Centre PTY. LTD.
摘要：Online Formative Assessment (OFA) improves EFL students’ reading comprehension enabling them to have a better performance in reading comprehension tests. To lend support to the above mentioned claim, a quasi-experimental study was conducted in Mashhad, Iran. 48 female lower intermediate EFL students took part in this study. Participants were assigned to control and treatment groups. Participants in both groups received a formative assessment program lasting for 10 sessions. Formative assessment in treatment group was conducted by the site itself, and participants in control group were assessed by the teacher. It was found that participants in treatment group significantly outperformed those in control group. This finding indicated OFA as an effective learning tool in EFL reading comprehension classrooms.
其他摘要：Online Formative Assessment (OFA) improves EFL students’ reading comprehension enabling them to have a better performance in reading comprehension tests. To lend support to the above mentioned claim, a quasi-experimental study was conducted in Mashhad, Iran. 48 female lower intermediate EFL students took part in this study. Participants were assigned to control and treatment groups. Participants in both groups received a formative assessment program lasting for 10 sessions. Formative assessment in treatment group was conducted by the site itself, and participants in control group were assessed by the teacher. It was found that participants in treatment group significantly outperformed those in control group. This finding indicated OFA as an effective learning tool in EFL reading comprehension classrooms.
