Increasing English Language Learners` Intrinsic Motivation Through Formative Assessment: An Experimental Study of Washback Effects

چکیده مقاله

The present study investigated the washback effect of formative assessment on undergraduate Iranian EFL learners` intrinsic motivation. 77 female and male undergraduate EFL learners in two homogeneous groups (40 in the control group and 37 in the experimental group) were selected through convenience sampling and pretested using the Michigan English language assessment Battery (MELAB). The groups both were also pre-tested on their initial intrinsic motivation level using the validated Dornyie Intrinsic Motivation Questionnaire. The experimental group then received the treatment of the study, formative assessment over a ten-week period distributed in five 90-minutes sessions. In the meantime, the control group received the usual traditional exercises and class activities. The results of descriptive statistics and inferential T-test analyses indicated that formative assessment significantly increased intrinsic motivation by the end of the term; whereas, the control group showed no improvement in this respect.