Effects of a Learning-oriented Reading Assessment Model on Thai Undergraduate Students’ Reading Ability

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Raveewan Viengsang
Punchalee Wasanasomsithi


In recent decades, there has been an attempt to introduce the concept of “assessment for learning” into English language classrooms based on a belief that assessment can be utilized to assist learners in the learning process, not just for teachers to make judgments and decisions. In so doing, the learning-oriented assessment frameworks proposed by a number of scholars have been introduced to integrate the use of both formative and summative assessments into language pedagogy to enhance language skills simultaneously with developing learners’ assessment expertise, hence enabling them to better identify their own strengths and weaknesses, which, in turn, helps promote their learning outcomes. The primary aim of the present study was to investigate the effects of the implementation of a learning-oriented reading assessment model on Thai undergraduate students’ reading ability. Students’ involvement in several types of assessment embedded in reading instructional procedures was the highlight of the model implementation. The participants were 25 first-year undergraduate students enrolled in a foundation English course at a public university. A mixed-method research design was employed to gather both quantitative and qualitative data using the in-house English proficiency tests, the end-of-unit tests, and the learners’ journal. The findings revealed that the learning-oriented reading assessment model could help develop undergraduate students’ reading ability, thus leading to a conclusion that learning-oriented assessment can be utilized in language classes to help learners learn the target language with more desirable outcomes.

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Viengsang, R., & Wasanasomsithi, P. (2022). Effects of a Learning-oriented Reading Assessment Model on Thai Undergraduate Students’ Reading Ability. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 709–747. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/256744
Research Articles
Author Biographies

Raveewan Viengsang, English as an International Language Program, Graduate School, Chulalongkorn University, Thailand

A Ph.D. candidate in English as an International Language (EIL) Program at Chulalongkorn University, Bangkok, Thailand. She holds a B.Ed. (1st class honors) in Secondary Education, majoring in English, and an M.A. in English as an International Language, both from Chulalongkorn University. Her research interests are assessment literacy, learning-oriented assessment, and material development.

Punchalee Wasanasomsithi, Chulalongkorn University Language Institute, Thailand

An associate professor at Chulalongkorn University Language Institute, Bangkok, Thailand. Holding a Ph.D. in Language Education from Indiana University, U.S.A., she has been teaching and supervising undergraduate and graduate students at the Language Institute and the English as an International Language Program, Graduate School, Chulalongkorn University. Her research interests are learner autonomy, classroom-based assessment, and assessment literacy.


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