Investigating the Effect of Dynamic Formative Assessment on Students’ Speaking Proficiency.

Abstract

A plethora of studies substantiates the fact that learners’ achievements potential is quite significant when integrating formative assessment strategies in (EFL) classes. Therefore, the study at hand seeks to investigate the effectiveness of formative assessment in enhancing students' speaking proficiency and to reveal its most effective strategies that are said to eliminate their speaking difficulties. To reach that aim, the study was conducted in Aflah Abd El Wahab and Raid Si Zoubir secondary schools at Tiaret. It adopted the mixed-method approach which made use of three distinct data collection instruments viz, a questionnaire addressed to (48) students and an interview conducted with (04) teachers to uncover their teaching practices concerning formative assessment; and a systematic classroom observation to scrutinize the classroom atmosphere and validate the data obtained by the other two instruments. The results revealed that formative assessment is a challenging undertaking for (EFL) teachers due to several factors such as time restrictions, more; the study revealed that formative assessment is advantageous in promoting students’ speaking proficiency by constructive and intensive feedback.