Investigating the effects of formative assessment on EFL students' achievement and motivation: a Self-Determination Theory perspective.

ABSTRACT:

Introduction

This quasi-experimental study investigated whether formative assessment enhances EFL students' motivation and English achievement. Drawing on Self-Determination Theory, which highlights autonomy, competence and relatedness as core psychological needs, the study examined how formative assessment may satisfy these needs to improve learning motivation.

Methods

Eighty-nine middle school EFL students in China participated in an eight-week quasi-experimental intervention. One group received formative-assessment-based instruction, while the comparison group experienced conventional teaching. Data were collected through SDT-based motivation questionnaires and English achievement tests.

Results

Findings showed that formative assessment most strongly enhanced stude

SUBMITTER: Zhang H 

PROVIDER: S-EPMC12741153 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature