Volume 1, Issue 1, 2019, Pages 53 - 61

Author(s) : Nahid Yarahmadzehi ¹ , Mostafa Goodarzi* ²

Abstract :
The present study is aimed to compare the role of formative assessment associated with immediate feedback with formative assessment with delayed feedback in vocabulary gain of pre-intermediate EFL learners. In order to compare the role of these two types of feedback applied with formative assessment in vocabulary learning of pre-intermediate EFL learners, two groups with the same level of English proficiency and vocabulary knowledge participated in this study. Regarding the first group formative assessment of vocabulary was associated with immediate feedback. The second group, on the other hand, received vocabulary formative assessment with delayed feedback. After applying quasi-experimental research design including the pretest, treatment and post-test to answer the question of the study and running an independent sample t-test between two groups of participants, the results showed that those pre-intermediate EFL learners attending in the group whose vocabulary gain was assessed formatively while the feedback was provided immediately after each test using a mobile application named Socrative performed significantly better in posttest than the group assessed formatively but with delayed feedback (Sig=0.03<0.05).

Keywords :
“immediate feedback”, “delayed feedback”, “vocabulary”, “formative assessment”