Pages: 18-23

Abstract

The present investigation was an attempt to study the effect of using formative ‎quizzes versus summative exams on vocabulary knowledge of intermediate Iranian ‎EFL learners.  The present study tried to find out whether formative quizzes have ‎any statistically significant effect on Iranian male/female intermediate EFL ‎learners’ vocabulary knowledge. To that end, QPT was administered to 100 EFL ‎learners at Shokouh Language Institute in Lahijan, Guilan. Intermediate learners ‎who scored from 51 to 60 were selected for the study. So, sixty EFL learners were ‎randomly selected for the final study and divided into experimental‏ ‏and control ‎groups, each group contained thirty learners. Then, a vocabulary test was ‎administered‏ ‏to both groups as a pretest to take their initial knowledge of English ‎vocabulary. The experimental‏ ‏group received treatment in using formative quizzes ‎on their vocabulary knowledge in ten weeks; each one consisted of two sessions. ‎The control group followed the existing methods of teaching vocabulary and was ‎taught the new words in traditional way in the same period. Finally, both groups sat ‎for the post test for vocabulary test. ANCOVA, independent samples t-test, and ‎paired samples t-test were conducted to see if the treatment was effective or not. ‎The results were computed and analyzed through SPSS and it was‏ ‏explored that ‎using formative quizzes had a positive effect on Iranian EFL learners’ vocabulary ‎knowledge‏.‏‎ It is recommended that teachers and syllabus designers should follow ‎formative quizzes with specific guidance and remedial instruction for students who ‎demonstrate serious deficiencies in understanding, knowledge, or competence‎‎‎.