A Program Based on Using Formative Assessment Tools and Feedforward on improving the Second Cycle of Preparatory Stage EFL Students’ Narrative Writing in the View of Social Constructivism. | ||
| مجلة القراءة والمعرفة | ||
| Volume 25, Issue 287, September 2025 PDF (1.62 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/mrk.2025.460167 | ||
| Author | ||
| Ghada Saeed Badawy Salem* | ||
| Ain-Shams University | ||
| Abstract | ||
| This study investigated the effect of program based on on Using Formative Assessment Tools and Feedforward on improving the Second Cycle of Preparatory Stage EFL Students’ Narrative Writing in the View of Social Constructivism. A one-group pretest-posttest design was employed, along with a mixed research approach incorporating both quantitative and qualitative methodologies. The participants were (N=30) second year preparatory students at Gamal Foda Preparatory school. The instruments included narrative writing skills list, self-peer assessment checklist, pre-post writing test, narrative writing rubric and participants’ satisfaction questionnaire. A program based on formative assessment tools and feedforward was designed and carried out. The findings of the study indicated that there were statistically significant differences between the mean scores in the pre and posttest in favor of the posttest. This proves that the application of the program based on formative assessment tools and feedforward was effective as it developed second year preparatory students’ English narrative writing skills. | ||
| Keywords | ||
| : Formative assessment; Feedforward; Rubric; Narrative writing; second cycle EFL preparatory students; Egypt | ||
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