EFL Learners’ Reading Comprehension and Vocabulary Learning: Contributions from Formative Assessment Technique of One Question-One Comment as a Questioning-Reporting Strategy

EFL learners’ difficulty in understanding reading comprehension passages and using vocabulary effectively might be attributed to the purely product-oriented teaching and assessment techniques used in public schools. This study aimed to investigate the impact of the formative assessment (FA) technique of one question-one comment on EFL students reading comprehension skill and vocabulary learning. The research sample comprised 48 male intermediate EFL high school students who were recruited from a population of 60 grade four students based on their performance on a Cambridge Preliminary English Test (PET). The two intact classes, each with 24 participants, were randomly assigned as Experimental group (EG) for whom we employed one question-one comment, , and a control group with no process-oriented assessment. After the eight-week treatment, the one-way ANOVA analysis of the two sets of scores obtained from the pre-tests and the post-tests were compared and analyzed. The results revealed that EG 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 questioning-reporting strategies in SLA.

Keywords:

Formative Assessment , One Question-One Comment , Reading Comprehension , Vocabulary Learning , Questioning and Reporting Strategy