An Investigation of the Effect of Learning-Oriented Assessment (LOA) on Iranian EFL Learners’ Writing and Listening

Document Type : Original Article

Authors

1 Department of English Language, CT.C., Islamic Azad University, Tehran, Iran

2 Department of English Language, Ke.C., Islamic Azad University, Kerman, Iran

Abstract

Although previous studies have reported the effectiveness of Learning-Oriented Assessment (LOA) in different language skills, further empirical evidence is still needed on its application to writing and listening in the Iranian EFL context. This study aimed at investigating the effect of LOA on Iranian EFL learners’ writing and listening, using a quasi-experimental pre-test post-test control group design. Two intermediate classes of EFL learners, each consisting of 30 female learners, participated in this study through convenience sampling from a private language school in Tehran. To collect the data, the Quick Placement Test (QPT), a sample IELTS Task 2 Writing, and an IELTS Listening section were used. The data analysis was based on descriptive statistics and independent-samples t-tests. The results showed that the experimental group outperformed the control group on both writing and listening after the intervention, with large effect sizes in both skills. Specifically, the effect sizes were Cohen’s d = 1.38 for writing and Cohen’s d = 1.26 for listening. The findings suggest that LOA can help EFL teachers integrate assessment with instruction through goal clarification, continuous feedback, self-assessment, peer assessment, and learner involvement in assessment procedures. They also indicate that curriculum planners may consider LOA-based activities in writing and listening courses for more formative and learner-centered assessment practices.

Keywords

References

Afshar, H. S., & Shirzadi, H. (2024). The impact of JeopardyLabs, Kahoot, and Quizizz on students’ attitudes toward technology and their L2 achievement. Computer-Assisted Language Learning Electronic Journal, 25(4), 148–168.
Al‑Abri, A., Ranjbaran Madiseh, F., & Morady Moghaddam, M. (2024). Exploring learning‑oriented assessment in enhancing students’ lexical fluency through MALL. The Asia-Pacific Education Researcher, 34(1), 1–13. https://doi.org/10.1007/s40299-024-00832-7
Ary, D., Jacobs, L.C., Sorensen, C.K., & Walker, D. (2019). Introduction to research in education (9th ed.). Cengage Learning.
Barker, M., & Pinard, M. (2014). Closing the feedback loop? Iterative feedback between tutor and student in course work assessments. Assessment and Evaluation in Higher Education, 39(8), 899–915. https://doi.org/10.1080/02602938.2013.875985
Beikmohammadi, M., Alavi, S. M., & Kaivanpanah, Sh. (2020). Learning-oriented assessment of reading: a mixed methods study of Iranian EFL university instructors’ perceptions and practices. Journal of Foreign Language Research, 10(2), 316–329. https://doi.org/10.22059/jflr.2019.264150.541
Carless, D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57–66. https://doi.org/10.1080/14703290601081332
Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(3), 963–976. https://doi.org/10.1007/s10734-014-9816-z
Carroll, B. A. (2017). A learning- oriented assessment perspective on scenario- based assessment. Columbia University Working Papers in Applied Linguistics & TESOL, 17(2), 28–35. https://doi.org/10.7916/salt.v17i2.1224
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic Press.  https://doi.org/10.4324/9780203771587 
Dean, A. C. (2014). The interactional dimension of LOA: Within and beyond the classroom. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 14(2), 50–52.  https://doi.org/10.7916/salt.v14i2.1301
Er, H.K., & Farhady, H. (2023). The effects of learning oriented assessment on academic writing. International Journal of Assessment Tools in Education, 10(2), 197–217. https://doi.org/10.21449/ijate.1222410 
Esfandiari, R., & Allaf-Akbary, O. (2024). The role of learning-oriented language assessment in promoting interactional metadiscourse in ectenic and synoptic EFL learners. Journal of Modern Research in English Language Studies, 11(3), 181–206. https://doi.org/10.30479/jmrels.2024.19777.2305
Estaji, M., & Safari, F. (2023). Learning-oriented assessment and its effects on the perceptions and argumentative writing performance of impulsive vs. reflective learners. Lang Test Asia, 13(31), 1–18. https://doi.org/10.1186/s40468-023-00248-y
Fatehi Rad, N., & Atashdast, M. (2023). Investigating the effect of input-based and output based instruction through divergent and convergent tasks on Iranian EFL learners’ learning English idioms. Journal of English Language and Literature Teaching, 2(1), 141–162. https://doi.org/10.22034/jelt.2023.14078.1055 
Fitriyah, I., & Jannah, M. (2021). Online assessment effect in EFL classroom: An investigation on students and teachers’ perceptions. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(2), 265–279. https://doi.org/10.21093/ijeltal.v5i2.709
Ghazizadeh, F., & Motallebzadeh, Kh. (2017). The impact of diagnostic formative assessment on listening comprehension ability and self-regulation. International Journal of Language Testing, 7(2), 178–194. 
Gholami, D. J., Zareian, G., Ashraf, H., & Khodabakhshzadeh, H. (2022). Development and validation of an instrument measuring EFL teachers’ perceptions and practices in learning-oriented assessment. The Journal of AsiaTEFL, 19(2), 726–736. http://dx.doi.org/10.18823/asiatefl.2022.19.2.26.726
Ghorbanpour, E., Abbasian, G. R., & Mohseni, A. (2021). Assessment alternatives in developing L2 listening ability: Assessment for, of, as learning or Integration? Assessment x̄ approach. International Journal of Language Testing, 11(1), 36–57. 
Hamzelou, Z., Alavi, S.M. & Nemati, M. (2022). Integration of learning-oriented assessment into writing instruction: A case of IELTS writing preparation class. TESL Quarterly, 41(3), 57–87. http://dx.doi.org/10.22099/tesl.2022.35693.2761
Jalilzadeh, K., & Yeganehpour, P. (2021). The relationship between intermediate EFL students’ oral performance, communicative willingness, as well as emotional intelligence. The Reading Matrix: An International Online Journal, 21(2), 165–179.
Navaie, L.A. (2018). The effect of learning-oriented assessment on learning pronunciation among Iranian EFL learners. International Journal of Education & Literacy Studies, IJELS, 6(2), 63–68. 
Purpura, J. E. (2016). Second and foreign language assessment. The Modern Language Journal, 100(1), 190–208. https://doi.org/10.1111/modl.12308
Purpura, J. E., & Turner, C. E. (2014). A learning-oriented assessment approach to understanding the complexities of classroom-based language assessment. Paper presented at the Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Contexts. Teachers College, Columbia University, New York. 
Rawlusyk, P. E. (2018). Assessment in higher education and student learning. Journal of Instructional Pedagogies, 21(3), 1–34. 
Rayani, E., & Fatehi Rad, N. (2023). A qualitative assessment of supervisors’ views towards examiners’ perceptions: Fair justice or not? International Journal of Foreign Language Teaching and Research, 11 (45), 161–168. http://doi.org/10.30495/JFL.2023.703377 
Rich, J. (2011). An experimental study of differences in study habits and long-term retention rates between take-home and in-class examinations. International Journal of University Teaching and Faculty Development, 2(2), 121–129.
Saygili, K. E. (2021). Effects of learning-oriented assessment on students’ academic writing ability. [Unpublished doctoral dissertation]. Yeditepe University.
Seyed, F. S., & Tavassoli, K. (2023). The impact of learning-oriented assessment on EFL learners’ vocabulary learning and retention in online classes. Research in English Language Education Journal, 2(1), 84–99. https://doi.org/10.22034/jelt.2023.13448.1043
Tavassoli, K., Oskouiefar, M., & Ghamoush, M. (2023). The effect of mobile-assisted learning-oriented assessment on EFL learners’ writing ability. Iranian Journal of Applied Linguistics (IJAL), 26 (2), 122–145.
Turner, C. E., & Purpura, J. E. (2016). Learning-oriented assessment in second and foreign language classrooms. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 255-274). De Gruyter, Inc. 
Viengsang, R., & Wasanasomsithi, P. (2022). Effects of a learning-oriented reading assessment model on Thai undergraduate students’ reading ability. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 709–747.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yan, Y., & Carless, D. (2022). Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education,47(7), 1116–1128. https://doi.org/10.1080/02602938.2021.2001431
Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29(5), 6217–6239. https://doi.org/10.1007/s10639-023-12034-7
Journal of Studies in Language Learning and Teaching
Volume 2, Issue 2
July 2025
Pages 137-150

Files

History

  • Receive Date: 27 November 2025
  • Revise Date: 15 May 2026
  • Accept Date: 01 June 2026

Share

How to cite

Statistics