The Impact of Formative Assessment on Motivation of Students in EFL Classes
| dc.contributor.author | Shaikym M. | |
| dc.date.accessioned | 2026-03-16T05:52:46Z | |
| dc.date.available | 2026-03-16T05:52:46Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | Motivation has a vital role for language learning especially within English as a Foreign Language (EFL) classrooms where student engagement often determines successful learning. This research examines formative assessment’s (FA) motivational impact on pupils within general university English classes. It closely considers formative assessment practices connected to intrinsic and extrinsic motivation, identifying which strategies students find to be most motivating, and it investigates how teachers perceive formative type of assessment’s impact on motivation. The study integrated both quantitative and qualitative data. 98 university students provided quantitative data through a survey, while instructors' qualitative perspectives were derived from semi-structured interviews with 5 EFL teachers. Descriptive statistics and Pearson’s correlation were used to analyze the survey responses, while thematic analysis was applied to interview transcripts. The findings revealed that students were in fact highly intrinsically motivated to learn the language and were frequently exposed to FA strategies. Consequently, the results showed moderate positive correlation between formative assessment and intrinsic motivation, while the correlation with extrinsic motivation was weak. Students found teacher feedback, group discussions, integration of digital tools such as Quizizz as the most motivating FA strategies. Teachers supported these findings since they viewed consistent formative practices improved student engagement, autonomy, and confidence. The results suggest that formative assessment not only measures progress but powerfully drives internal motivation that is in EFL learning. For better language learning outcomes, this study highlights student-centered, feedback-rich classrooms and encourages further formative strategies’ exploration. | |
| dc.identifier.citation | Shaikym M / The Impact of Formative Assessment on Motivation of Students in EFL Classes / SDU University / Faculty of Education and Humanities | |
| dc.identifier.uri | https://repository.sdu.edu.kz/handle/123456789/2538 | |
| dc.language.iso | en | |
| dc.publisher | SDU University | |
| dc.subject | Formative Assessment | |
| dc.subject | Intrinsic and Extrinsic Motivation | |
| dc.subject | English as a Foreign Language | |
| dc.title | The Impact of Formative Assessment on Motivation of Students in EFL Classes | |
| dc.type | Thesis |