Impact of Formative Assessment on Students’ Motivation in Foreign Language Acquisition

Natalia  Dmitrenko; Iuliia  Budas; Yulia  Koliadych; Nina  Poliarush

doi:10.29038/eejpl.2021.8.2.dmi

Authors

Natalia Dmitrenko Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine
Iuliia Budas Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine
Yulia Koliadych Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine
Nina Poliarush Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine

DOI:

https://doi.org/10.29038/eejpl.2021.8.2.dmi

Keywords:

English language acquisition, motivation, English language proficiency, high level of formative assessment, low level of formative assessment, feedback, self-assessment

Abstract

The article focuses on introducing formative assessment to the educational process of professionally oriented English communication and the impact of assessment on students’ motivation to learn English. In the article, various types of motivation are discussed; high and low levels of formative assessment are presented; the relationship between motivation and assessment in learning English is studied. The model of high and low levels of formative assessment implementation in learning English for professional communication is tested. The levels of students’ motivation to English acquisition in the conditions of low and high levels of formative assessment are compared. Special attention is paid to specific pedagogical conditions under which formative assessment has a greater impact on students’ motivation. Experimental training was conducted among students of the pedagogical university who study English for professional communication. The authors compare and analyze the results of the motivation tests and diagnostic tests of language proficiency at the pre- and post- stages of experimental training. The study supports the idea about the relationship between students’ motivation and their English language proficiency assessment. The results show that a high level of formative assessment can be beneficial for overcoming students’ low motivation if students receive immediate feedback, evaluation of their work, teachers’ recommendations and support. It is observed that the reasonable integration of students’ self-assessment into teachers’ formative assessment plays a vital role in increasing students’ motivation to English acquisition. According to the study, regular practical implementation of high-level formative assessment methods in English acquisition increases the level of students’ motivation and, consequently, the level of students’ achievements in mastering professionally oriented English communication.

Downloads

Download data is not yet available.

Author Biographies

Natalia Dmitrenko, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine

https://orcid.org/0000-0002-3556-0003

nataliadmitrenko0302@gmail.com
Iuliia Budas, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine

https://orcid.org/0000-0003-1029-9555

busyulya@bigmir.com
Yulia Koliadych, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine

https://orcid.org/0000-0002-8584-6245

julia_veretynska1818@ukr.net
Nina Poliarush, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine

https://orcid.org/0000-0001-9375-8395

poliaru@ukr.net

References

systematic review of the impact of summative assessment and tests on students’ motivation for learning. (2002). Review conducted by the Assessment and Learning Research Synthesis Group.http://www.storre.stir.ac.uk/bitstream/1893/19607/1/SysRevImpSummativeAssessment2002.pdf.

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.

Cauley, K. M., & McMillan, J. H. (2010). Formative assessment Techniques to Support Student Motivation and Achievement. The Clearing House, 83 (1), 1-6.

Chauncey, P. D. (2009). Perceptions and attitudes of formative assessments in middle-school science classes (Unpublished doctoral dissertation). https://adsabs.harvard.edu

Clark, K. P. (2013). The effects of formative assessment instructional practices on student academic growth and achievement (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3562119)

Council of Europe. (2001). A Common European Framework of Reference for Languages Learning, Teaching, Assessment. Cambridge: Cambridge University Press.

Crooks, T. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438-481.

Crowl, T., Kaminsky, S., Podell, D. (1997). Educational Psychology. Windowson Teaching. Brown and Benchmark publishers.

Dmitrenko, N. (2011). Educational Psychology. Vinnytsia: Vinnytsia State Pedagogical University.

Dmitrenko, N. (2016). The implementation of problem-based learning in Ukrainian higher educational institutions. Advanced Education, 5, 28-35. https://doi.org/10.20535/2410-8286.61834

Dmitrenko, N. (2018). English for Mathematics. Vinnytsia: Vinnytsia State Pedagogical University.

Dmitrenko, N. Ye. (Ed.). (2017). Problem-based learning in teaching English as a foreign language: theoretical and practical issues. Vinnytsia: FOP T. P. Baranovs'ka.

Dylan, W. (2017). Assessment: the Bridge between Teaching and Learning. Voices from the Middle, 21 (2), 15-20.

Earl, L. M. (2012). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. (2nd ed.) Corwin Press.

Florin, M. M. (2010). Assessing English Language Learners in the Content Areas: a research-into-practice guide. Ann Arbor: University of Michigan Press. https://doi.org/10.3998/mpub.8912915.

Gardner, R. C. (1985). The Attitude Motivation Test Battery: Technical Report 1.University of Western Ontario: London.

Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London, UK: Edward Arnold Publishers.

Gardner, R. C. (2001). Language Learning Motivation: The Student, the Teacher, and the Researcher. Texas Papers in Foreign Language Education, 6(1), 1-18.

Gardner, R. C. (2005). Integrative motivation and second language acquisition. Canadian Association of Applied Linguistics. London and Ontario. http://publish.uwo.ca/~gardner/

Gardner, R. C., Lalonde, R. N., Moorcroft, R., & Evers, F. T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6(1), 29-47.

Gardner, R. C., & McIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157-194.

Geen, R. G. (1995). Human motivation: a social psychological approach. Pacific Grove, Calif: Brooks / Cole Pub.

Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment. London: Falmer Press. https://doi.org/10.4324/9780203486009.

Hanover Research. (2014). The Impact of Formative Assessment and Learning Intentions on Student Achievement. http://www.hanoverresearch.com/media/The-Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdf.

Harmer, J. (2010). How to Teach English. Sixth impression, Pearson Education Limited.

Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2), 121-144.

Herrera, G. H., Murry, K. G., & Cabral, R. M. (2007). Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students. Boston: Pearson.

Hosseini, H., & Ghonsooly, B. (2017). Integrating assessment and instruction: dynamic assessment and its criticisms examined. Advanced Education, 7, 9-16. http://dx.doi.org/10.20535/2410-8286.84207

Kincal, R. Y., & Ozan, C. (2018). Effects of Formative Assessment on Prospective Teachers’ Achievement, Attitude and Self-Regulation Skills. International Journal of Progressive Education, 14(2), 77-92. https://doi.org/10.29329/ijpe.2018.139.6

Kristmanson, P. (2000). Affect in the second language classroom: How to create an emotional climate. Reflexions, 19(2), 1-5. https://doi.org/10.12691/education-2-11-8

Kukla, A. (1972). Foundations of an Attributional Theory of Performance. Psychological Review, 79, 454-470.

Lavrysh, Yu. (2016). Peer and self-assessment at ESP classes: case study. Advances Education, 6, 60-68. https://doi.org/10.20535/2410-8286.85351.

Masgoret, A. M., & Gardner, R. C. (1994). Attitudes, motivation and second language learning: A meta-analysis of studies conducted by Gardner and Associates. University of Western Ontario.

McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1958). A scoring manual for the achievement motive. In J. W. Atkinson (Ed.), Motives in fantasy, action, and society (pp. 179-204). Princeton, NJ: D. Van Nostrand Company, Inc.

Measuring What Counts. A Conceptual Guide for Mathematics Assessment. (1993). National Research Council; Mathematical Sciences Education Board. Washington, DC. https://doi.org/10.17226/2235.

National Science Education Standards (1996). National Committee on Science Education Standards and Assessment, National Research Council. Washington, DC. http://www.csun.edu/science/ref/curriculum/reforms/nses/nses-complete.pdf.

Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9, 1-33. https://doi.org/10.1191/1362168805lr166oa

Popham, J. (2006). Defining and Enhancing Formative Assessment. Paper presented at the Annual Large-Scale Assessment Conference, Council of Chief State School Officers, San Francisco, C A. http://www.cpre.org/ccii/images/stories/ccii_pdfs/defining%20formative%20assessment_popham.pdf.

Ross, S. J. (2005). The Impact of Assessment Method on Foreign Language Proficiency Growth. Applied Linguistics 26(3), 317-342.

Scriven, M. S. (1967). The Methodology of Evaluation. In Ralph Tyler, Robert Gagne, and Michael Scriven (Eds.). Perspectives of Curriculum Evaluation (39-83). Chicago: Rand McNally.

Tomak, T., & Šendula-Pavelić, M. (2017). Motivation towards studying English for specific purpose among students of medical and healthcare studies. JAHR, 8/2(16), 151-170.

Tsagari, D. (2004). Is here life beyond language testing? An introduction to alternative language testing. Centre for Research in Language Education, CRILE Working Papers, 58, 1-23.

Weiner, B. (1972). Attribution theory, Achievement Motivation, and the Educational Process. Review of Educational Research, 42(2), 203-215. https://doi.org/10.3102/00346543042002203.

Williams, M., Burden, R., & Lanvers, U. (2002). French is the language of love and stuff: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28(4), 503-528.

Witt, J. C., Elliott, S. N., Kramer, J. J., & Gresham, F. M. (1994). Assessment of Children. Fundamental Methods and Practices. Dubuque, Iowa: Brown and Benchmark Publishers.

Wood, S. E., & Wood, E. G. (1999). The World of Psychology. Boston: Allyn and Bacon.

Yin, Y. (2005). The influence of formative assessments on student motivation, achievement, and conceptual change. Unpublished PhD dissertation. Available from ProQuest Dissertations and Theses database. (UMI No. 3186430)

Zoghi, M., & Malmeer, E. (2013). The Effect of Dynamic Assessment a EFL Learners’ Intrinsic Motivation. Journal of Language Teaching and Research, 4(3), 584-594. https://doi.org/10.4304/jltr.4.3.584-591