Implications of Authentic Assessment on EFL Writing Skill at the Intermediate Level
| Author | Al-Mannai, Jehan Ali. | |
|---|---|---|
| metadata.dc.contributor.department | University of Bahrain, College of Education, Department of Curriculum and Methods of Teaching | |
| metadata.dc.date.accessioned | 2026-09-20T15:48:25Z | |
| Publication date | 1998 | |
| Degree level | Master | |
| Abstract | Abstract : The purpose of this study was to investigate how authentic assessment collaborates with the instructional process to improve students' EFL writing skills. The study focused on: (1) the growth in students' EFL writing is achieved when using authentic assessment; (2) how students assess their own EFL writing; (3) how students reflect on their own growth in EFL writing; and (4) how authentic assessment affects overall EFL achievement. Qualitative and quantitative research methods were utilized in data collection. Five types of data were collected. These were: students' self-assessment forms, students' portfolios, students' taped interviews, students' grades, and teacher observation. The study participants were 60 students learning English as a foreign language at Yathreb Intermediate Girls School in Bahrain. These participants consisted of two randomly chosen classes; one of them was randomly labeled as an experimental group and the other as the control group in the seventh grade at the school The study started on the second of October 1996 and lasted for six months. The researcher was teaching English to these two groups. The two groups took a pretest measuring proficiency in EFL language production. During the study, the two groups were asked to fulfill some of the writing skill objectives stated in the Ministry of Education Guidelines. The experimental group met separately twice a week to receive treatments that involved creating portfolios, self-assessment, and conducting some interviews. Meanwhile, the control group was taught according to the traditional method where their work was corrected for one time and was limited to the exercises in their workbooks. At the end of the research period, the two groups took a posttest to identify improvements in student EFL achievement. The data analysis revealed the following results: 1. Students achieved growth in EFL writing when using authentic assessment. 2. When students assess their own EFL writing, they can recognize their strengths and weaknesses. 3. Students were much more confident when they felt their own growth in their EFL writing In general, the results of this study support the claim that authentic assessment improves students' skills in reading, speaking, listening, and writing. To sum up, the data indicated growth, ownership, and empowerment resulting from authentic assessment | |
| metadata.dc.identifier.other | Drupal node 3610 | |
| metadata.dc.identifier.other | https://digitalrepository.uob.edu.bh/en/dar/implications-authentic-assessment-efl-writing-skill-intermediate-level | |
| metadata.dc.identifier.uri | http://165.227.56.122/handle/123456789/6715 | |
| Language | en | |
| Link | https://digitalrepository.uob.edu.bh/en/_flysystem/fedora/2025-06/implications_of_authentic_assessment_on_efl_writing_skill_at_the_intermediate_level.1.pdf | |
| Subject | Education, Elementary--Dissertations | |
| Subject | Educational tests and measurement--Dissertations | |
| Title | Implications of Authentic Assessment on EFL Writing Skill at the Intermediate Level | |
| Type | Master's Thesis | |
| College | College of Education | |
| Department | Curriculum and Teaching Methods |
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