The effect of formative assessment strategies on EFL learners’ writing accuracy at the tertiary level

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Detalles Bibliográficos
Publicado en:	Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 71
Autor principal:	Taye, Tamirat
Publicado:	Springer Nature B.V.
Materias:	Ethiopia Teaching Feedback Students Punctuation Collaboration Writing Communication College students Instructional design Professional training Self evaluation Second language writing Learning Grammar Writing instruction Classroom observation Teachers Sentence structure Linguistics Peer review Formative assessment Evaluation Accuracy Peer assessment Language Pedagogy Higher education Teacher education Selfreflection Formative evaluation English as a second language Spelling Competence Language assessment Peers Scholarship Learning outcomes Peer collaboration Metacognition Classrooms Professional development English as a second language instruction Course Descriptions Educational Practices Error Correction Communication (Thought Transfer) Academic Achievement Construction (Process) Student Motivation Educational Assessment Language Proficiency Educational Environment Developmental Stages Guidance Language Skills Drills (Practice) Class Size English (Second Language) Error Patterns Creativity English Learners Educational Facilities Improvement
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Descripción
Resumen:	Formative assessment plays a central role in supporting learners’ progress by providing continuous feedback during the learning process. This study investigates the effect of formative assessment strategies on the writing accuracy of 41 s-year EFL students at Mizan Tepi University, Ethiopia. Using pre- and post-tests, the study measured changes in four key areas of writing accuracy: grammar, punctuation, spelling, and sentence structure. The results revealed statistically significant improvements across all aspects, with mean score increases of + 11.6 in grammar (p < 0.001), + 13.3 in punctuation (p < 0.001), + 12.8 in spelling (p < 0.001), and + 12.3 in sentence structure (p < 0.001). Regression analysis further confirmed that each writing component significantly predicted overall writing accuracy (p < 0.001). Qualitative findings from interviews and classroom observations highlighted that timely, clear feedback, peer collaboration, and self-reflection boosted learner confidence and engagement. These findings demonstrate that structured formative assessment, especially when it integrates teacher feedback, peer review, and self-assessment, substantially enhances writing proficiency. The study recommends sustained professional development for instructors to ensure consistent implementation and maximize learning gains.
ISSN:	2229-0443
DOI:	10.1186/s40468-025-00417-1
Fuente:	Education Database