Abstract:

Research study was an attempt to investigate the comparative effect of different kinds of alternative assessment on the ability of Iranian EFL learners in using language learning strategies and speech acts achievement. To fulfil the purpose of the study, 150 homogeneous intermediate learners of an English School were chosen through convenient sampling based on the score they achieved on a piloted sample Preliminary English Test (PET). Their use of learning strategies and use of speech acts were also estimated. These learners were then randomly divided into experimental groups of 30, with each group practicing a different kind of assessment, namely, portfolio, dynamic, teacher, peer, and self-assessment during an intervention period of 15 sessions. After the treatment, the participants were assessed on their strategy use and vocabulary achievement. The groups’ mean scores on tests were compared through ANCOVA. The results indicated that portfolio assessment was more effective in using learning strategies and that the participants’ use of speech acts improved in self-assessment and peer-assessment groups as compared to teacher-assessment group. However, there was no difference between self/peer assessment groups in their speech acts achievement and both interventions had equal effects. The results of the study have implications for learners, teachers, and materials developers.

Keywords:

Dynamic assessment, Learning strategies, Peer assessment, Portfolio assessment, Self assessemtn, Speech acts,Teacher assessment