Formative Assessment In A Blended Learning Model: Exploring Efl Students' Engagement And Outcomes

Résumé: This research probes into the effectiveness of formative assessment in promoting EFL students' learning outcomes and engagement in a blended learning model. The study involved second-year EFL students at the department of Communication Sciences in the University of Algiers 3, who attended regular weekly English sessions, three online through Moodle, and one on-site per month. The study followed a mixed-method approach for the analysis of variation in language proficiency and engagement towards the blended learning through pre-test and post-test with focus group discussions. Results from the quantitative parts indicated that writing proficiency had significantly improved; likewise, the students reported higher levels of engagement because of regular formative feedback provided through Moodle. Qualitative data from the focus groups underlined positive feedback on formative assessments, but some students did present challenges related to both technical problems and gaps in digital literacy. Based on these findings, the study recommends institutional investments in digital infrastructure and targeted training to ensure more effective integration of formative assessments in blended learning contexts.

Publié dans la revue: أفكار وآفاق