The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy
Abstract The types of assessment tasks affect the learners’ psychological well-being and the process of learning. For years, educationalists were in search of finding and implementing accurate and convenient approaches to assess learners efficiently. Despite the significant role of performance-based...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-11-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-022-00202-4 |
| _version_ | 1811230365900079104 |
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| author | Tahereh Heydarnejad Fariba Tagavipour Indrajit Patra Ayman Farid Khafaga |
| author_facet | Tahereh Heydarnejad Fariba Tagavipour Indrajit Patra Ayman Farid Khafaga |
| author_sort | Tahereh Heydarnejad |
| collection | DOAJ |
| description | Abstract The types of assessment tasks affect the learners’ psychological well-being and the process of learning. For years, educationalists were in search of finding and implementing accurate and convenient approaches to assess learners efficiently. Despite the significant role of performance-based assessment (PBA) in affecting second/foreign language (L2) learning processes, few empirical studies have tried to explore how PBA affects reading comprehension achievement (RCA), academic motivation (AM), foreign language anxiety (FLA), and students’ self-efficacy (SS-E). To fill this lacuna of research, the current study intended to gauge the impact of PBA on the improvement of RCA, AM, FLA, and SS-E in English as a foreign language (EFL) context. In so doing, a sample of 88 intermediate EFL learners were randomly divided into experimental group (EG) and CG (control group). During this research (16 sessions), the learners in the CG (N = 43) received the tradition assessment. In contrast, the learners in the EG (N = 45) were exposed to some modification based on the underpinning theories of PBA. Data inspection applying the one-way multivariate analysis of variance (i.e., the one-way MANOVA) indicated that the learners in the EG outperformed their counterparts in the CG. The results highlighted the significant contributions of PBA in fostering RCA, AM, FLA, and S-E beliefs. The implications of this study may redound to the benefits of language learners, teachers, curriculum designers, and policy makers in providing opportunities for further practice of PBA. |
| first_indexed | 2024-04-12T10:28:14Z |
| format | Article |
| id | doaj.art-5c057da6d0e74ba299e95d9ba8c9f2c5 |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-12T10:28:14Z |
| publishDate | 2022-11-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-5c057da6d0e74ba299e95d9ba8c9f2c52022-12-22T03:36:55ZengSpringerOpenLanguage Testing in Asia2229-04432022-11-0112112110.1186/s40468-022-00202-4The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacyTahereh Heydarnejad0Fariba Tagavipour1Indrajit Patra2Ayman Farid Khafaga3Department of English Language, Faculty of Literature and Humanities, University of GonabadEnglish Language Department, Dezful Branch, Islamic Azad UniversityNIT DurgapurDepartment of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz UniversityAbstract The types of assessment tasks affect the learners’ psychological well-being and the process of learning. For years, educationalists were in search of finding and implementing accurate and convenient approaches to assess learners efficiently. Despite the significant role of performance-based assessment (PBA) in affecting second/foreign language (L2) learning processes, few empirical studies have tried to explore how PBA affects reading comprehension achievement (RCA), academic motivation (AM), foreign language anxiety (FLA), and students’ self-efficacy (SS-E). To fill this lacuna of research, the current study intended to gauge the impact of PBA on the improvement of RCA, AM, FLA, and SS-E in English as a foreign language (EFL) context. In so doing, a sample of 88 intermediate EFL learners were randomly divided into experimental group (EG) and CG (control group). During this research (16 sessions), the learners in the CG (N = 43) received the tradition assessment. In contrast, the learners in the EG (N = 45) were exposed to some modification based on the underpinning theories of PBA. Data inspection applying the one-way multivariate analysis of variance (i.e., the one-way MANOVA) indicated that the learners in the EG outperformed their counterparts in the CG. The results highlighted the significant contributions of PBA in fostering RCA, AM, FLA, and S-E beliefs. The implications of this study may redound to the benefits of language learners, teachers, curriculum designers, and policy makers in providing opportunities for further practice of PBA.https://doi.org/10.1186/s40468-022-00202-4Performance-based assessmentReading comprehension achievementAcademic motivationForeign language anxietyStudents’ self-efficacyEFL learners |
| spellingShingle | Tahereh Heydarnejad Fariba Tagavipour Indrajit Patra Ayman Farid Khafaga The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy Language Testing in Asia Performance-based assessment Reading comprehension achievement Academic motivation Foreign language anxiety Students’ self-efficacy EFL learners |
| title | The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy |
| title_full | The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy |
| title_fullStr | The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy |
| title_full_unstemmed | The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy |
| title_short | The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy |
| title_sort | impacts of performance based assessment on reading comprehension achievement academic motivation foreign language anxiety and students self efficacy |
| topic | Performance-based assessment Reading comprehension achievement Academic motivation Foreign language anxiety Students’ self-efficacy EFL learners |
| url | https://doi.org/10.1186/s40468-022-00202-4 |
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