FORMATIVE TESTING PROGRAM FOR UNDERGRADUATE EFL MOROCCAN STUDENTS

Authors

  • Nadia Nouri Mohammed V University, Rabat, Morocco

DOI:

https://doi.org/10.46827/ejes.v8i4.3699

Keywords:

academic achievement, proficiency level, remedial program, summative test, underachievement

Abstract

While most previous studies attribute academic achievement to external and internal motivation, the present study associates academic achievement to language proficiency of EFL learners. Students’ underachievement of summative tests might be explained with their lack of English language proficiency. Students may have some gaps in the language that have been accumulated since elementary or high school. These gaps become fossilized in students’ minds if not addressed properly. In this regard, this study presents a testing method that leads to a remedial teaching program at the undergraduate level of the English studies at the Moroccan EFL University.

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Author Biography

  • Nadia Nouri, Mohammed V University, Rabat, Morocco
    Nadia Nouri is a PhD holder in “Applied Linguistics” from the Faculty of Education Sciences, Mohammed V University-Rabat, Morocco. She holds a master degree in Teaching English as a Foreign Language (TEFL) from Ibn Tofail University, Kenitra Morocco, and is currently teaching English at the American Language Center and at the INPT (Posts and Telecommunication National Institute) in Rabat, Morocco. ORCid ID: 0000-0001-9775-3102

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Published

2021-04-22

Issue

Vol. 8 No. 4 (2021)

Section

Articles

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