چکیده:
Frequent quizzes followed by feedback on students’ strengths and
weaknesses may enhance learning. Hence, the possible effect of weekly
quizzes on language learning might be of interest in Iranian EFL context,
especially in high schools. In order to understand the importance of
weekly short quizzes, 88 students from four classes of high school second
graders were selected through available sampling to form the
experimental and control groups. The treatment went for twelve weeks
during which the experimental group received 10 weekly quizzes while
the control group did not have any quizzes. The study was carried out
through a pretest- posttest- delayed posttest control- experimental intact
groups. The results, analysed through Mixed Models ANOVA, revealed
that both within and between group’s differences were in favour of the
experimental group. It is safe to claim that weekly quizzes improve
students’ performance on vocabulary and the effect of the treatment is
durable.
خلاصه ماشینی:
"In order to understand the importance of weekly short quizzes, 88 students from four classes of high school second graders were selected through available sampling to form the experimental and control groups.
Tests can provide feedback on teaching and be used to motivate students to study, to review the materials which have been covered in the classroom, and to evaluate learners’ degree of learning of the materials (Bachman, 1990, Farhady, et al, 1994).
Previous studies have shown that quizzes increase class attendance, students’ reading time and confidence (Azorlosa & Renner, 2006; Clump, Bauer, & Whitleather, 2003; Marchant, 2002; Ruscio, 2001; Sporer, 2001; Wilder, Flood & Stromsnes, 2001).
Some scholars argue that classroom testing would increase instructional effectiveness and would encourage students to study harder and review the covered materials more (Farhady, et al, 1994; Narloch, Garbin & Turnage, 2006; Madsen, 1983; Padilla- Walker, 2006).
78 which was an acceptable index of reliability Researcher- made vocabulary test Since this study aimed at investigating the effects of frequent short quizzes on students’ vocabulary learning, a vocabulary achievement test had to be developed.
First, in order for the students in the experimental group to prepare themselves for the classroom quizzes, they had to review the covered materials more regularly and with more precision before the class (Dustin, 1971; Standlee & Popham, 1960) which presumably makes the long-term retention of the materials possible.
Also frequent quizzes might have provided students in experimental group with extrinsic motivation; in order to get a good mark on short quizzes they had to study hard which might have led to their better performance on achievement test."