The Effect of Learning-oriented Assessment on Learning Pronunciation among Iranian EFL Learners

Leila Ashegh Navaie


Oral communication is one of the main reasons language learners attend language classes. As pronunciation is among the most significant aspects of oral communication, this study attempted to see how learning-oriented assessment (LOA) could affect pronunciation learning of Iranian EFL learners. To this end, 64 language learners in a private language institute in the city of Amol, Iran, were given NELSON language proficiency test as homogeny test. A total of 40 learners were selected and assigned to two groups. Both groups were given a researcher-made pronunciation test at the beginning and two pronunciation tests (immediate and delayed tests) at the end of the treatment. The control group participants followed the conventional curriculum of the language center and the experimental group learners went through LOA treatment. The findings of the study revealed that LOA can positively affect pronunciation learning of Iranian EFL learners. In addition, it was observed that LOA has a significant effect on the participants’ retention of pronunciation knowledge. This study can have pedagogical implications for language teachers and teacher trainers.


Learning-oriented Assessment (LOA), Pronunciation Learning, Iranian Efl Context, Autonomy, Cognitive Thinking, Collaboration

Full Text:



Carless, D. (2007). Learning‐oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.

Dahmardeh, M. (2013). Communicative textbooks: English language textbooks in Iranian secondary school. Linguistik online, 40(4).137-152

Dang, T. K. A., Nguyen, H. T. M., & Le, T. T. T. (2013). The impacts of globalisation on EFL teacher education through English as a medium of instruction: An example from Vietnam. Current Issues in Language Planning, 14(1), 52-72.

Derwing, T. M., & Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30(2), 155-166.

Engwall, O., & Bälter, O. (2007). Pronunciation feedback from real and virtual language teachers. Computer Assisted Language Learning, 20(3), 235-262.

Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: sage.

George, D., & Mallery, M. (2003). Using SPSS for Windows step by step: a simple guide and reference. Boston, MA: Allyn and Bacon.

Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language learning, 51(3), 539-558.

Keppell, M., Au, E., Ma, A., & Chan, C. (2006). Peer learning and learning‐oriented assessment in technology‐enhanced environments. Assessment & Evaluation in Higher Education,31(4), 453-464.

Koosha, M., & Yakhabi, M. (2013). Problems associated with the use of communicative language teaching in EFL contexts and possible solutions. International Journal of Foreign Language teaching and research, 1(2), 63-76.

Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.

Lombard, B. J. J. (2008). Modelling critical thinking through learning-oriented assessment. South African Journal of higher education, 22(1), 1029-1043.

Levis, J. M., & Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms. Tesol Journal, 12(2), 13-19.

Mok, M. M. C. (2012). Assessment reform in the Asia-Pacific region: The theory and practice of self-directed learning oriented ssessment. In Self-directed Learning Oriented Assessments in the Asia-Pacific (pp. 3-22). Springer, Dordrecht.

Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481-520.

Munro, M. J., & Derwing, T. M. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34(4), 520-531.

Jones, N., & Saville, N. (2016). Learning oriented assessment. England: Cambridge University Press.

Purpura, J. E. (2016). Second and foreign language assessment. The Modern Language Journal, 100(S1), 190-208.

Riazi, A. M., & Mosalanejad, N. (2010). Evaluation of learning objectives in Iranian high-school and pre-university English textbooks using Bloom's taxonomy. TESL-EJ, 13(4), 1-16.

Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 3.

Tanner, M., & Landon, M. (2009). The effects of computer-assisted pronunciation readings on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology. 13(3), 51-65.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the '' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.