THE EFFECT OF PERFORMANCE ASSESSMENT APPROACH ON THE DEVELOPMENT OF READING COMPREHENSION SKILLS IN ENGLISH FOR SPECIFIC PURPOSES CONTEXT

Auteur/ices

  • Abdelhakim Boubekri Hassan I University, Institute of Sports Sciences, Settat, Marocco
  • El Hassan Rouijel Hassan II University, Faculty of Letters and Human Sciences, Casablanca, Marocco

DOI :

https://doi.org/10.46827/ejel.v9i3.5527

Mots-clés :

reading comprehension, English for specific purposes, traditional assessment, performance assessment

Résumé

Reading comprehension is a crucial component of academic development for students engaged in English for Specific Purposes (ESP). This study investigates the efficacy of alternative assessment methods, specifically performance assessment, in enhancing reading comprehension skills within the ESP context. Given that reading comprehension is a fundamental input skill, deficiencies in this area can significantly impede academic progress. The research employed a pre-test and post-test experimental design with a control group to evaluate the impact of performance assessment on reading comprehension. Participants, after a proficiency test, were randomly assigned to either a control group or an experimental group, each of comparable proficiency levels. The experimental group received continuous assessment and immediate, relevant feedback during the training, while the control group did not receive such assessment or feedback. The experimental group's assessment was facilitated through a detailed assessment grid. Data were collected through pre-tests and post-tests administered to both groups and analyzed using SPSS (2018). Statistical analyses, including paired samples t-tests and independent samples t-tests, were conducted to measure intra-group progress and inter-group differences. Findings indicate that both groups showed significant improvement in reading comprehension; however, the experimental group exhibited superior performance across all comprehension categories compared to the control group. The results underscore the effectiveness of performance assessment in fostering both higher-order and lower-order reading comprehension skills, suggesting a pronounced advantage over traditional assessment methods. The study affirms the value of performance assessment in ESP contexts while also acknowledging the continued relevance of traditional assessment techniques.

 

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Biographies des auteurs

  • Abdelhakim Boubekri, Hassan I University, Institute of Sports Sciences, Settat, Marocco

    Dr. Abdelhakim Boubekri is a Professor of English Language at the Institute of Sports Sciences (I2S), Hassan I University, Settat, Morocco. He is a member of the Laboratory for Languages, Arts, and Human Sciences (LAHSL) at Hassan I University in Morocco. He holds a Ph.D. in Linguistics from Mohammed V University in Rabat, with research interests in second language acquisition, applied linguistics, and cognitive linguistics. He has published work on the acquisition of English as a second language and the grammar of Moroccan Arabic. His academic profiles can be accessed on

    ORCID: https://orcid.org/0000-0002-9032-8020

    ResearchGate: https://www.researchgate.net/profile/Boubekri-Abdelhakim

    Academia.edu: https://independent.academia.edu/AbdelhakimBoubekri

  • El Hassan Rouijel, Hassan II University, Faculty of Letters and Human Sciences, Casablanca, Marocco

    Dr. El Hassan Rouijel is a researcher and lecturer in Applied Linguistics, specializing in EFL, and power skills instruction. With a career spanning over two decades, he has taught at various educational institutions and contributed to curriculum design and educational research. He earned his Doctorate in Applied Linguistics from Hassan II University, Casablanca, and has published research on critical thinking and reading comprehension. In addition to his teaching and research, Dr. Rouijel serves as a department head and actively participates in academic conferences, contributing to the advancement of language education in Morocco. His academic profile is available on these platforms:

    ORCID: https://orcid.org/0000-0002-0487-3277

    ResearchGate: https://www.researchgate.net/profile/El-Hassan-Rouijel

    LinkedIn: https://www.linkedin.com/in/rouijel/

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Publiée

2024-08-17

Numéro

Vol. 9 No 3 (2024)

Rubrique

Articles

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