Investigating Teachers’ Use of Formative Assessment in EFL Classes

Abstract

Teaching English as a foreign language is crucial in the higher education in Algeria since it is an international language nowadays. Achieving a satisfactory level in learning and teaching English is the primary aim of both foreign language learners and teachers. One potential way of improving the learning and teaching environment in higher education (HE) is by encouraging teachers to consider the use of formative assessment in EFL classes. This research study attempts to investigate what hinders the use of formative assessment. Furthermore, the present research aims at exploring the types of assessment most used by teachers and the advantages that formative assessment may bring to the classroom. A mixed methods research design has been chosen to collect both quantitative and qualitative data from the selected sample, in addition to the adoption of a multiple approach to validate or invalidate our hypotheses. The different data collection tools that have been chosen encompass a questionnaire and interview. The results indicate that formative assessment brings some advantages to the classroom including enhancing learning and teaching English. The study reveals the challenges facing teachers when they consider the use of formative assessment to take into account in their practice.