Biook Behnam - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Zohreh Seifoori - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Heidar Ahmadi - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

EFL learners’ difficulty in effectively learning vocabulary and understanding reading comprehension passages might be attributed to the purely product-oriented teaching and assessment techniques used in public schools. This study aimed to investigate the impact of retelling and one question-one comment as two formative assessment techniques on EFL students vocabulary learning and reading comprehension skill. The research sample comprised 72 male intermediate EFL high school students who were recruited from a population of 90 grade four students based on their performance on a Cambridge Preliminary English Test (PET). The three intact classes, each with 24 participants, were randomly assigned as Experimental group 1 (EG1) for whom we employed retelling, experimental group 2 (EG2) who received one question-one comment, and a control group with no process-oriented assessment. After the eight-week treatment, the one-way ANOVA and one-way MANOVA analysis of the three sets of scores obtained from the pre-tests and the post-tests were compared and analyzed. The results revealed that EG1 and EG2 outperformed the control group supporting the facilitative role of process-oriented assessment in reading comprehension and vocabulary learning. The findings of this study may be beneficial to both practitioners and theoreticians. In particular, the result of this study, might contribute to the ongoing research in the application of different FA tools and techniques in SLA

Formative Assessment, Retelling, One Question-One Comment, Reading Comprehension and Vocabulary Learning