EXPLORING THE IMPACT OF LINGUISTICALLY INFORMED FORMATIVE ASSESSMENTS ON EFL PROFICIENCY AMONG GREEK LEARNERS: A PILOT STUDY ACROSS PRIMARY AND SECONDARY EDUCATION ESTABLISHMENTS

Authors

  • Michail St. Fountoulakis Adjunct Professor, PhD, Hellenic Police Officers School & Interpreter / Translator, Hellenic Police Headquarters, Greece

DOI:

https://doi.org/10.46827/ejes.v11i11.5582

Keywords:

linguistically informed assessments, EFL proficiency, Greek education, formative assessment, language pedagogy

Abstract

This pilot study explores the impact of linguistically informed formative assessments on English as a Foreign Language (EFL) proficiency among Greek learners, focusing on primary and secondary education establishments. Leveraging five years of research data collected between 2017 and 2022 from over 360 students across urban and rural regions in Greece, this study examines how integrating linguistic theory into formative assessments can enhance students' morphological and syntactical proficiency. Using a mixed-methods approach, both quantitative and qualitative data were gathered through standardized language proficiency tests, linguistically informed assessments, and semi-structured interviews with students and educators. The findings indicate that students exposed to these linguistically informed assessments demonstrate significant improvements in EFL proficiency, particularly in verb conjugation and sentence structure, with enhanced long-term retention and application in both written and spoken English. These results underscore the potential for linguistically informed formative assessments to be a powerful tool in EFL pedagogy, with implications for curriculum design and instructional practices in Greek educational settings. The study also identifies areas for future research, including broader applications across diverse educational contexts and the scalability of such assessments.

 

Article visualizations:

Hit counter

Author Biography

  • Michail St. Fountoulakis, Adjunct Professor, PhD, Hellenic Police Officers School & Interpreter / Translator, Hellenic Police Headquarters, Greece

    Dr. Michail St. Fountoulakis is an accomplished educator with over two decades of experience in English language instruction, specializing in both EFL and ESP within military and police training contexts. Currently, he serves as an Adjunct Professor of English Language and Police Terminology at Hellenic Police Officers School, where he focuses on enhancing cadet proficiency in English and police terminology. He also holds a prestigious post as Interpreter for the Hellenic Police Headquarters, facilitating communication between the chief and the staff of the Hellenic Police and their counterparts from overseas countries. Dr. Fountoulakis holds a Ph.D. in English Language and Literature from the National and Kapodistrian University of Athens and a Master’s degree in English and Comparative Literature from the University of Warwick. His career includes extensive teaching at the Hellenic Army Academy and leadership roles in educational centers. An active contributor to academic discourse, Dr. Fountoulakis has authored several books and articles on innovative language pedagogy and frequently presents at international conferences. His research interests include integrating linguistic theory into language teaching and the application of technology in education.

References

Black, P., & Wiliam, D. (2018). Assessment and classroom learning: Principles, policy, and practice. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

Carless, D. (2017). Feedback as dialogue. Feedback in higher and professional education, 90-103. Retrieved from https://link.springer.com/referenceworkentry/10.1007/978-981-287-532-7_389-1

Ellis, R. (2015). Understanding second language acquisition. Oxford University Press. Retrieved from https://books.google.ro/books/about/Understanding_Second_Language_Acquisitio.html?id=dZrICgAAQBAJ&redir_esc=y

Giannoulopoulou, G. (2014). Challenges in teaching English to Greek learners: Morphological differences. Journal of Linguistic Studies, 22(1), 34-47.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Hawkins, R. (2015). Second Language Syntax: A Generative Introduction. Wiley-Blackwell. Retrieved from https://www.wiley.com/en-us/Second+Language+Syntax%3A+A+Generative+Introduction-p-9780631191834

Katsimali, G. (2014). Greek nouns and their inflectional paradigms. Journal of Greek Linguistics, 14(2), 200-215.

Kyriazis, D. (2017). Morphological transfer in Greek EFL learners. Applied Linguistics Review, 8(2), 231-250.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090

Papadopoulou, D., & Tsimpli, I. M. (2016). Morphosyntactic processing in L2 learners of Greek. Second Language Research, 32(3), 397-425.

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14. https://doi.org/10.1016/j.stueduc.2011.03.001

Downloads

Published

2024-09-16

Issue

Vol. 11 No. 11 (2024)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).