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Journals / Mersin Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 22 Sayı: 2

The Use of Classroom-Based Assessment Techniques in English Language Teaching

Sınıfiçi Biçimlendirici Değerlendirme Yöntemlerinin İngilizce Öğretiminde Kullanımı

Donercan Donuk(MERSİN ÜNİVERSİTESİ)0000-0001-7005-8679
Emrah Doğan0009-0002-5351-8340
Pages
437–464
Publication Date
2026-08-26
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings provide strong evidence that contemporary learners increasingly favor interactive, student-centered and technology-enhanced learning environments while also appreciating the provision of corrective feedback.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In line with the changing needs of today’s learners, and the emerging trends towards formative assessment, the aim of this research is to implement formative assessment tools in the classroom to serve as solutions for the problems and the issues already pinpointed through the research questions.
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Key Findings & Data:The participants of this research are 60 ITE (Initial Teacher Education) students currently attending ELT (English Language Teaching) Department of a State University.
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Conclusion & Impact:The findings provide strong evidence that contemporary learners increasingly favor interactive, student-centered and technology-enhanced learning environments while also appreciating the provision of corrective feedback.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Sınıf İçi Değerlendirme · Düzeltici Geri Bildirim · Biçimlendirici Değerlendirme Araçları

Abstract

In line with the changing needs of today’s learners, and the emerging trends towards formative assessment, the aim of this research is to implement formative assessment tools in the classroom to serve as solutions for the problems and the issues already pinpointed through the research questions. The forms and semi-structured questions aim to find out a group of teacher candidates’ perceptions of language competencies, self-identified proficiency levels and deficiencies in language as well as their attitudes towards corrective feedback. This study employed quasi-experimental mixed methods design, which involves academic integrity while working with a specific group. The participants of this research are 60 ITE (Initial Teacher Education) students currently attending ELT (English Language Teaching) Department of a State University. The participants were appointed through purposive sampling. The data collected from the research instruments were processed by means of software programs. Quantitative data were analyzed using a statistical package program, while qualitative data were analyzed through thematic content analysis to acquire descriptive data about the topic. The findings provide strong evidence that contemporary learners increasingly favor interactive, student-centered and technology-enhanced learning environments while also appreciating the provision of corrective feedback.

Özet

Bu araştırmanın amacı, günümüz öğrencilerinin değişen ihtiyaçları ve biçimlendirici değerlendirmeye yönelik eğilimleri doğrultusunda, araştırma soruları aracılığıyla belirlenmiş olan sorunlara ve konulara çözüm olarak sınıflarda biçimlendirici değerlendirme araçlarını uygulamaktır. Formlar ve yarı yapılandırılmış sorular, bir grup öğretmen adayının dil yeterliliği algıları, kendilerince tanımlanmış dil yeterliliği seviyeleri ve dil yeterliğindeki eksikleri ile birlikte düzeltici geribildirime karşı tutumlarını ortaya çıkarmayı amaçlamaktadır. Bu çalışma, belirli bir grupla çalışırken akademik dürüstlüğü kapsayan, yarı deneysel karma yöntem tasarımını kullanmıştır. Bu çalışmanın katılımcıları, ilk seviye öğretmen eğitimindeki, halen bir devlet üniversitesinin İngilizce Öğretmenliği bölümüne devam eden 60 öğrenciyi kapsamaktadır. Katılımcılar amaçlı örnekleme yöntemi ile belirlenmiştir. Araştırma araçlarından toplanan veri, yazılım programları aracılığıyla işlenmiştir. Nicel veri, bir istatiksel paket programı kullanılarak çözümlenirken, nitel veri, konuyla ilgili betimleyici veri elde etmek amacıyla, tematik içerik analizi yoluyla çözümlenmiştir. Bulgular, günümüz öğrenenlerinin giderek etkileşimli, öğrenci odaklı ve teknoloji ile zengileştirilmiş öğrenme ortamlarını tercih ederken, ayrıca düzeltici geribildirim sağlanmasını da takdir ettiklerine dair güçlü kanıtlar sunmaktadır.

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Cite This Article

Donuk, D., Doğan, E. (2026). The Use of Classroom-Based Assessment Techniques in English Language Teaching. Mersin Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 22 Sayı: 2, 437–464. https://doi.org/10.17860/mersinefd.1932150

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