JOURNAL ARTICLE

Take-home tests as an assessment for learning strategy.

  • Published In: ELT Journal: English Language Teaching Journal, 2025, v. 79, n. 1. P. 22 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Hobbs, Garry Bryn; Mourão, Sandie 3 of 3

Abstract

This article focuses on an intervention study aimed at improving motivation and attitudes of young Thai learners toward take-home tests by integrating formative assessment practices and motivational strategies. Conducted over 25 weeks at a language school in Thailand, the study replaced traditional summative in-class tests with regular, short take-home tests combined with goal setting, collaborative learning, and visual aids such as a "Learning Wall." Data collected through mixed methods showed increased intrinsic motivation, writing motivation, homework completion rates, and student autonomy, alongside more positive attitudes toward testing. The findings suggest that formative use of summative tests, supported by structured feedback and student involvement in self-assessment, can enhance young learners' engagement and ownership of their learning in an EFL context.

Additional Information

  • Source:ELT Journal: English Language Teaching Journal. 2025/01, Vol. 79, Issue 1, p22
  • Document Type:Article
  • Subject Area:Social Sciences and Humanities
  • Publication Date:2025
  • ISSN:0951-0893
  • DOI:10.1093/elt/ccae023
  • Accession Number:182643165
  • Copyright Statement:Copyright of ELT Journal: English Language Teaching Journal is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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