Teachers’ and students’ attitudes toward formative assessment and feedback in teaching English for specific purposes ESP
Teachers’ and students’ attitudes toward formative assessment and feedback in teaching English for specific purposes ESP
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Khaloufah Dhafer AL-Shehri
I’m a senior lecturer at College of Telecom and Electronics (CTE) in Jeddah, Saudi Arabia. I got a Bachelor degree in English Arts from King Khalid University, 2004. Then, I completed my Master degree in English Language Teaching from University of Glasgow, 2008. I have been teaching English (Mostly ESP) for almost 10 years. Currently, I ‘m the director of English department and the Foundation year at CTE.
Assessment and feedback are central to learning and teaching and are essential components for any further development when they are approached appropriately. Traditionally, assessing students’ progress in any subject and providing feedback as a reflection of that progress is normally varied. The current study mainly focuses on how formative assessment, as the most useful type of assessment, can be seen as an effective contributor to the learning and teaching process especially when it is followed by real formative feedback. It is assumed that both formative assessment and formative feedback have an overwhelming influence on what students learn and how teachers teach. This study will investigate such an influence through a collected 49 questionnaires–38 for the students and 11 for the teachers, at the College of Telecomm and Information (CTI) in Riyadh, Saudi Arabia, where English is primarily taught for specific purposes (ESP).
Category: Thesis
