An Attitude-based Study of the Effects of Task-based Assessment on the Iranian EFL Learners' General English achievement

• Published in: Research in English language pedagogy (Online) Vol. 8; no. 1; pp. 101 - 122
• Main Authors: Khabbazi Babanari, Farzaneh, Bagheri, Mohammad Sadegh, Sadighi, Firooz
• Format: Journal Article
• Language: English
• Published: Isfahan Islamic Azad University, Isfahan (Khorasgan) Branch 01.01.2020; Islamic Azad University, Isfahan Branch
• Subjects: Academic achievement; attitude; College students; efl learners; English as a second language; English as a second language learning; general english achievement; Language assessment; Language proficiency; Questionnaires; Second language learning; Student attitudes; task-based language assessment (tbla); Task-based language teaching; traditional assessment
• ISSN: 2588-3259; 2538-4244
• DOI: 10.30486/relp.2019.576014.1086

According to Montano and Kasprzyk (2008), attitude is determined by the individual's beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. This study examined Iranian EFL learners’ attitudes toward the Task-Based Language Assessment (TBLA) and the traditional assessment concerning their General English achievement. One hundred EFL students from Islamic Azad University of Zarghan, Fars Province with the age range of 20-35, participated in this study. The data were gathered using an attitude questionnaire. Frequency Analysis and chi-square were used to show the learners' attitudes towards the task-based assessment in General English ability. Regarding the attitude questionnaire, EFL learners had positive attitudes towards the TBLA utilization in improving their General English achievement and most of the students were satisfied with learning English through the TBLA.