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] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192718095 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effectiveness of Learning-Oriented Assessment (LOA) on EFL Learners' Reading Comprehension and Speaking. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ashrafian%2C+Mona%22">Ashrafian, Mona</searchLink><relatesTo>1</relatesTo><i> mona.ashrafian@iau.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Fatehi+Rad%2C+Neda%22">Fatehi Rad, Neda</searchLink><relatesTo>2</relatesTo><i> nedafatehi@iau.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Askari%2C+Mohammad+Iman%22">Askari, Mohammad Iman</searchLink><relatesTo>1</relatesTo><i> mi.askari@iau.ac.ir</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Apr2026, Vol. 19 Issue 2, p547-564. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br /><searchLink fieldCode="DE" term="%22Iranian+history%22">Iranian history</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19230a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 547 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Language ability Type: general – SubjectFull: Foreign language education Type: general – SubjectFull: Experimental design Type: general – SubjectFull: Iranian history Type: general – SubjectFull: Iran Type: general Titles: – TitleFull: The Effectiveness of Learning-Oriented Assessment (LOA) on EFL Learners' Reading Comprehension and Speaking. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ashrafian, Mona – PersonEntity: Name: NameFull: Fatehi Rad, Neda – PersonEntity: Name: NameFull: Askari, Mohammad Iman IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
