EXPLORING UNDERGRADUATE ENGLISH LANGUAGE LEARNERS’ PERCEPTIONS OF FORMATIVE ASSESSMENT PRACTICES IN UNIVERSITIES OF CENTRAL PUNJAB

Abstract

The purpose of this study is the exploration of undergraduate English language learners’ perceptions about different aspects of formative assessments and practices being conducted in English language classrooms in universities of Central Punjab. English language learners from different departments of different universities shared their perceptions and served as research participants for this study. This research used quantitative research method to gauge effectiveness of formative assessment in second language acquisition as perceived by English language learners. Data was collected from language learners through a survey questionnaire. The data was then analyzed using SPSS. Different statistical analyses were conducted along with one way ANOVA to answer research questions and test hypotheses. Different scales of survey questionnaire related to formative assessment practices were overall perceived well by language learners. English language teachers’ Communication with students was the most positively perceived scale. Feedback was perceived as a scale which needed improvement whereas peer and self-assessment comparatively received little recommendation from language learners. The study implied that students’ voice needs to be heard. The study would be helpful for English language teachers and authorities devising classroom assessment policies. The study recommended to enhance the effectiveness of scales perceived well by language learners. Efforts should also be made by all involved in the process of second language acquisition to improve formative assessment scales perceived low in outcome by language learners.