چکیده:
EFL learners’ difficulty in effectively learning and using phrasal verbs and
lexical collocations might be attributed to the purely product-oriented teaching
and assessment techniques used in public schools. This study aimed to
investigate the impact of oral questions and written quizzes as two formative
assessment (FA) techniques on Iranian learners’ learning and retention of
phrasal verbs and lexical collocations. The research sample comprised 75 male
intermediate EFL high school students, in Marand, East Azarbaijan, Iran, who
were selected out of 90 grade four students based on their performance on a
Nelson Proficiency test. The three intact classes, each with 25 participants,
were randomly assigned as experimental group 1 (EG1) for whom we
employed oral questions, experimental group 2 (EG2) who received written
quizzes, and the control group (CG) with no process-oriented assessment. After
the eight-week treatment, the one-way ANOVA analysis of the three sets of
scores obtained from the pre-test, the immediate post-test, and the delayed
post-test revealed that EG1 and EG2 outperformed the CG supporting the
facilitative role of process-oriented assessment. The findings offer pedagogical
implications with regard to FA that will be discussed.
خلاصه ماشینی:
This study aimed to investigate the impact of oral questions and written quizzes as two formative assessment (FA) techniques on Iranian learners’ learning and retention of phrasal verbs and lexical collocations.
Iranian English teachers employ different presentation techniques in teaching lexical items including phrasal verbs (PVs) and lexical collocations (LCs); however, observation of classroom practice reveals that owing to different reasons, such as highly restricted instructional time and large number of students attending classes, high school teachers rely heavily on summative evaluation of the students' learning as the dominant assessment technique.
</H2> <H2>Literature Review</H2> Recently, researchers pay more attention to a number of strategies and techniques for assessing students' vocabulary knowledge by applying FA (Black &amp; Wiliam, 2009; Frey &amp; Fisher, 2011; Pourverdi, 2013; Regier, 2012; Tavakoli &amp; Gerami, 2013; Wiliam, 2011).
The fact that many linguists and experts in the field of language assessment claim that the use of FA can enhance reading and vocabulary knowledge (Frey &amp; Fisher, 2007, 2011; Greenstein, 2010; Irons, 2008; Marshall, 2011), leads us to go with directional hypothesis: It seems that using FA techniques (written quizzes and oral questions) can enhance EFL students' PV and LC learning.
FA can serve a number of functions including checking students’ learning, drawing learners’ attention to both meaning-carrying and formal features of the input that is provided through classroom interactions that originate from asking question in written or oral form, and through the feedback that is ultimately offered to the learner (Long, 1983, 1996, Schmidt, 1994, 2001).