USING FORMATIVE ASSESSMENT TO ENHANCE STUDENT MOTIVATION TO LEARN IN SECOND LANGUAGE ACQUISITION
The aim of this study is to examine the importance of using formative assessment to enhance student motivation in acquiring English as a second language. It starts with an introduction of assessment practices and motivation to learn in the Albanian context, identifying the need of a change in assessment practices, which enhance motivation to learn. It follows by the identification of components of formative assessment, which serve as theoretical background in understanding formative assessment.
This study has made use of a case study as a methodological approach to find out students and teachers perceptions of using formative assessment practices in enhancing student motivation to learn in acquiring English as a second language. This study was undertaken in five high schools in Durrës, Albania, the participants were 180 students selected randomly form the tenth to twelfth grades and 22 English teachers. The schools use Albanian as the medium of instruction and English as a second language. Instruments used to measure students and teachers perceptions were both qualitative and quantitative, such as interviews and questionnaires. The data analyses have found a positive relationship between formative assessment practices and motivation to learn. The last part of this study has answered the research questions and has introduced some recommendations and strategies for English language teachers in using formative assessment as means in enhancing student motivation to learn.