Teachers' Attitudes towards the Impact of Formative Assessment on EFL Learners' Writing Accuracy

Abstract

The current study investigates the teachers‟ attitudes towards the impact of formative assessment in improving EFL learners‟ writing accuracy. It aimed at determining how teachers use formative assessment to enhance the teaching of writing. This study also examines EFL teachers‟ perceptions about the effectiveness of written corrective feedback on the learner‟s writing accuracy. It is assumed that teachers may have a positive attitude towards the impact of formative assessment, which in return can affect students‟ writing accuracy. Based on the current research problem which required gathering quantitative data, a questionnaire was used as a data collection instrument. It was administered to fifteen (15) teachers at the University of Mohamed Seddik Ben Yahia, Jijel. After analyzing the collected data, the findings indicated that teachers have positive attitudes towards the influence of formative assessment on EFL learners‟ writing accuracy improvement. Further, the results demonstrated that punctuation, spelling, and coherence and cohesion are the most common errors second-year students encounter in their writing. Therefore, the practice of providing direct written corrective feedback was appreciated by teachers in the sense that it might bring about greater effects in enhancing EFL students‟ writing accuracy