QUIZLET-BASED FORMATIVE ASSESSMENT IN EFL READING: ITS EFFECT ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT

Abstract

Reading comprehension is an essential component of English language learning because students must be able to interpret written texts and construct meaning from the information they encounter. However, classroom assessment may not always contribute sufficiently to this process when it focuses mainly on measuring students’ achievement rather than assisting them during learning. To address this concern, this study investigated the use of Quizlet-based formative assessment to support students’ reading comprehension and evaluated its effectiveness in comparison with conventional assessment practices. The study employed a quantitative approach within a quasi-experimental pretest–posttest control group framework, involving 66 tenth-grade students distributed across an experimental group of 32 and a control group of 34. The data were obtained from multiple-choice reading comprehension tests and examined through descriptive statistics, paired-samples t-tests, an independent-samples t-test, and Cohen’s d. The experimental group demonstrated an increase in its mean score from 78.44 in the pre-test to 87.97 in the post-test, while the control group’s mean score increased from 76.47 to 83.38. Although both groups showed statistically significant improvement (p < .001), the experimental group achieved a greater gain. The post-test analysis further revealed a significant difference between the two groups (p = .010), with an effect size of 0.66, indicating a moderate effect. These findings indicate that incorporating Quizlet into formative assessment may contribute to the development of students’ reading comprehension by giving them opportunities for repeated practice, immediate feedback, and more active involvement in the learning process