The Effects of Achievement‐Based Assessment on Reading Proficiency, Academic Impulse, Language Apprehension, and Learners’ Self‐Perceptions
Bibliographic Data
| ID | 21805447 |
|---|---|
| Authors | Mohammad Awad Al-Dawoody Abdulaal (0000-0001-5471-5149, Prince Sattam Bin Abdulaziz University), Iman El-Nabawi Abdelwahed Shaalan (Prince Sattam Bin Abdulaziz University), Mohammad Saied Ahmed Aly (Prince Sattam Bin Abdulaziz University), Ahmed Mahmoud Ahmed Khalifa (King Saud University), Ali Mohamed (0009-0002-5771-8630, University of Bahrain), Naglaa Fathy Mohammad Atia Abuslema (0000-0002-3587-4942, Port Said University) |
| Year | 2023 |
| Volume | 15 |
| Issue | 1 |
| Pages | 235-245 |
| Publication date | 2023-12-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Language Teaching and Research (JOURNAL) |
| Journal identifiers | ISSN: 1798-4769 • E-ISSN: 2053-0684 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/jltr.1501.26 |
| OpenAlex | W4390484749 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
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
Academic achievement · Apprehension · Cognitive psychology · Comprehension · Curriculum · Mathematics education · Multivariate analysis of variance · Pedagogy · Perception · Reading comprehension · Computer Science · Educational and Psychological Assessments · Educational Practices and Challenges · Grit, Self-Efficacy, and Motivation · Psychology
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Learning to Comprehend Foreign-Accented Speech by Means of Production and Listening Training
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |