Evaluating the Influence of Formative and Summative Assessments on EFL Learners’ Listening and Reading Comprehension

Articles in Press

Document Type : Research Paper

Authors

1 Medical University of Isfahan, Department of Management and Information

2 Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran

3 Department of English Language and Literature, Faculty of Foreign Languages, Isfahan, Iran

10.22034/elt.2025.66221.2763

Abstract

This study investigates the effects of summative, formative, and combined assessments on the development of listening and reading comprehension skills in advanced Iranian EFL learners. Data were collected from 40 participants divided into three experimental groups, each receiving one of the assessment types (summative, formative, or a combination of both), along with a control group. Learners’ progress in listening and reading comprehension was measured over a four-month period using pre- and post-tests administered at the end of the term. Data analysis involved ANOVA, ANCOVA, and post hoc LSD tests. The findings of this longitudinal study revealed that while the combined application of formative and summative assessments had a significant positive impact on listening comprehension, neither assessment type alone contributed to improvement in this area. In contrast, the results showed that all forms of assessment—whether summative, formative, or combined—led to notable improvements in reading comprehension. These results highlight the differential effects of assessment types on listening and reading skills, suggesting implications for assessment practices in EFL contexts.

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Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 16 April 2025

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