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The Effectiveness of Learning-Oriented Assessment (LOA) on EFL Learners' Reading Comprehension and Speaking.

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Title: The Effectiveness of Learning-Oriented Assessment (LOA) on EFL Learners' Reading Comprehension and Speaking.
Authors: Ashrafian, Mona1 mona.ashrafian@iau.ac.ir, Fatehi Rad, Neda2 nedafatehi@iau.ac.ir, Askari, Mohammad Iman1 mi.askari@iau.ac.ir
Source: International Journal of Instruction. Apr2026, Vol. 19 Issue 2, p547-564. 18p.
Subject Terms: *Reading comprehension, *Formative evaluation, *Limited English-proficient students, *Language ability, *Foreign language education, *Experimental design, Iranian history
Geographic Terms: Iran
Abstract: Although Learning-Oriented Assessment (LOA) can be effective in EFL learning by improving learning effectiveness, and promoting pedagogical practices, few studies have investigated this in the context of Iran. This research was conducted to examine the impact of LOA on the reading comprehension and speaking of EFL learners through a quasi-experimental pre-test post-test control group design. Two intact intermediate classes of female EFL learners (each composed of 30 learners) participated in this study through convenience sampling from a private language school in Tehran. To collect the data, Quick Placement Test (QPT), a sample IELTS speaking test, and the Michigan Test of Reading were used. To analyze the data, an Independent-Samples t-test was applied to compare the two groups, based on the assumptions of normality and homogeneity of variances. According to the results, Iranian EFL learners' reading comprehension and speaking were significantly affected by LOA, with very large effect sizes for reading (d = 1.26) and speaking (d = 1.49) indicating substantial improvements in both skills. The results have some implications for EFL teachers, learners, and curriculum planners. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Although Learning-Oriented Assessment (LOA) can be effective in EFL learning by improving learning effectiveness, and promoting pedagogical practices, few studies have investigated this in the context of Iran. This research was conducted to examine the impact of LOA on the reading comprehension and speaking of EFL learners through a quasi-experimental pre-test post-test control group design. Two intact intermediate classes of female EFL learners (each composed of 30 learners) participated in this study through convenience sampling from a private language school in Tehran. To collect the data, Quick Placement Test (QPT), a sample IELTS speaking test, and the Michigan Test of Reading were used. To analyze the data, an Independent-Samples t-test was applied to compare the two groups, based on the assumptions of normality and homogeneity of variances. According to the results, Iranian EFL learners' reading comprehension and speaking were significantly affected by LOA, with very large effect sizes for reading (d = 1.26) and speaking (d = 1.49) indicating substantial improvements in both skills. The results have some implications for EFL teachers, learners, and curriculum planners. [ABSTRACT FROM AUTHOR]
ISSN:1694609X
DOI:10.29333/iji.2026.19230a