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چکیده
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This study aimed to see how providing formative evaluation will affect Iraqi EFL students' reading comprehension performance with low and high proficiency level Students of L2. The participants of this study were 80 EFL students aged 18 to 30 who are were recruited based on their performance on oxford placement test. The participants are were all from Al-Qadisiyah province in Iraq, and their native language is was Arabic. These students were assigned to four groups, two experimental groups, named the formative assessment, and two control groups. Each group consists of 20 students. The researcher gave the students a pre-test in the formative assessment group to verify their baseline capacity to finish reading comprehension tasks. A reading comprehension test was used as pre and posttest for all groups. The researcher next administered the first practice test to determine the important points of the students' deficiencies. Following the correction of the tests and identification of the learners' shortcomings, the course instructor attended a conference with the students to discuss their deficiencies and to learn about the educators' perceptions of the causes of their challenges. The instructor then combined all of the ideas to form an overarching hypothesis regarding the situation. Lastly, after the instructor had identified the correct assumption, the students were given specific comments and follow-up assistance. Single and public feedback were provided. Findings suggested that there was a statistically significant and meaningful difference the in reading performance between low-proficiency experimental group and low-proficiency control group learners. In addition, formative assessment had a statistically significant and meaningful effect on the reading performance of high-proficiency experimental group learners compared with their high-proficiency control group counterparts. Additionally, the findings showed that there was a statistically significant and meaningful difference in the reading performance between low-proficiency experimental group and high-proficiency experimental group learners.
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