Mixed-method research reveals alternative assessments enhance academic achievement in EFL students, suggesting improved learning outcomes.
Key Points
This research investigates how alternative assessment applications affect achievement scores of Turkish EFL students while exploring their perceptions.
Quasi-experimental design
66 preparatory class students divided into experimental and control groups
Experimental group used alternative assessment methods for language skills
Control group followed traditional instruction with standard exercises
Quantitative data analyzed using Multivariate Analysis of Variance (MANOVA)
Experimental group scores improved positively compared to control group
Development in all four language skills was noted
Qualitative feedback highlighted affective and instructional benefits of alternative assessments