The Effect of an E-Formative Assessment based ‎Program on Enhancing EFL Primary Stage pupils' ‎Reading Comprehension and their Motivation

Abstract

The present study aimed at investigating the effect of using Eformative assessment based program on improving primary stage pupils' reading comprehension skills and their motivation towards reading comprehension. The targeted reading subskills were (skimming for general ideas -scanning for specific information -guessing the meaning of unfamiliar words from context -making inferences -expressing opinionssequencing of events). The study adopted the quasi-experimental design using thirty two 6 th year primary stage pupils as the study participants. They were divided into two groups: an experimental group received the Eformative assessment treatment and a control group received the regular classroom activities. Instruments designed by the researcher and used in the study were an EFL reading comprehension skills test , reading comprehension skills questionnaire and a reading motivation scale. The experimental treatment was conducted during the first semester in the academic year 2022/2023. Results showed that the experimental group outperformed the control group both in reading comprehension and motivation due to the experimental treatment. These results indicated that the E-formative assessment led to developing pupils' EFL reading comprehension skills and motivation in English language. It was recommended that E-formative assessment through Nearpod should be used in EFL teaching to enhance reading comprehension skills and other language skills.