The Impact of the Formative Assessment in Speaking Test on Saudi Students’ Performance

Arab World English Journal (AWEJ) Volume 10. Number 1. March 2019

12 Pages Posted: 6 May 2019

See all articles by Nesreen Alahmadi

Nesreen Alahmadi

Taibah University - Faculty of Arts and Humanities

Musaad Alrahaili

affiliation not provided to SSRN

Doniazad Alshraideh

affiliation not provided to SSRN

Date Written: March 2019

Abstract

The current research takes place at the English language department at Taibah University, Saudi Arabia, where all students are enrolled in undergraduate studies and must study English language course as a core module in their first year. One of the most challenging tests faced by Saudi students in their studies, is the summative speaking test. The test is consisting of three tasks in which students required to go through them all. Accordingly, there is a need to seek approaches to enhance students’ performance in the speaking test. In other words, formative assessment has not been used to overcome the challenges faced by the Saudi students at Taibah University in the speaking test. This research aims to investigate whether a formative speaking assessment has a significant impact on students’ performance in the summative test. Also, it aims to monitor student learning and to provide constructive feedback that can be used by teachers to improve students’ learning and help the students to identify their strengths and weaknesses in speaking skills. This study concludes that formative assessment helps Saudi students to overcome the challenges they face in speaking test. It is also recommend constructive feedback to improve their speaking performance.

Keywords: Constructive Feedback, Formative Assessment, Speaking Performance, Speaking Skill, Summative Assessment

Suggested Citation

Alahmadi, Nesreen and Alrahaili, Musaad and Alshraideh, Doniazad, The Impact of the Formative Assessment in Speaking Test on Saudi Students’ Performance (March 2019). Arab World English Journal (AWEJ) Volume 10. Number 1. March 2019 , Available at SSRN: https://ssrn.com/abstract=3367580 or http://dx.doi.org/10.2139/ssrn.3367580

Nesreen Alahmadi (Contact Author)

Taibah University - Faculty of Arts and Humanities ( email )

Saudi Arabia

Musaad Alrahaili

affiliation not provided to SSRN

Doniazad Alshraideh

affiliation not provided to SSRN

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