I am working on 'assessment for learning' paradigm (formative assessment) in EFL language learning classroom with low level learners. In fact, the study is semi-experimental. However, I am very interested in experienced EF/SL language teachers' opinions, and if any, their experiences.
Any suggested references and related works to be studied are very welcomed.
Thank you in advance for your time and consideration.
Hi Mahnaz,
I can't help you regarding assessments, but I worked on how to integrate content and (English) language. We used educational patterns for the description. Please see the links to the publications regarding this topic (the papers can also partly be found at my profile).
http://koeppe.nl/publications/ForeignLanguageVikingPLoP2012.pdf
The links to the other two papers:
http://koeppe.nl/publications/ForeignLanguage_EuroPLoP2012.pdf
http://koeppe.nl/publications/ForeignLanguage_PLoP2012.pdf
Both oral questioning and written quizzes can be effective in vocabulary learning and retention in an English as a Foreign Language (EFL) setting, but their effectiveness can depend on various factors such as the learners' learning style, the context in which they are used, and the specific goals of the vocabulary instruction.
Oral questioning can be an effective way to engage learners in conversation, provide immediate feedback, and help learners build confidence in using new vocabulary in context. This type of interaction can also help learners process information more deeply and build connections between new vocabulary and their existing knowledge.
Written quizzes, on the other hand, can provide a more structured and focused assessment of learners' vocabulary knowledge. Quizzes can be used to measure what learners have learned, identify areas where they need more practice, and provide them with a record of their progress. Additionally, written quizzes can be used to help learners review and retain vocabulary over time.
In summary, both oral questioning and written quizzes can be useful in vocabulary learning and retention, but the most effective approach may depend on the specific learning goals and context.
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