evaluating the influence of formative and suative assessments on efl learners’ listening and reading comprehension

This study investigates the effects of summative, formative, and combined assessments on the development of listening and reading comprehension skills on advanced iranian efl learners. data were collected from 40 advanced efl learners, aged 19 to 35, from intact classes at a higher education institute, divided into three experimental groups, each receiving one of the assessment types (summative, formative, or a combination of both), along with a control group. learners’ progress in listening and reading comprehension was measured over a four-month period using pre- and post-tests administered at the end of the term. data analysis involved anova, ancova, and post hoc lsd tests. the findings of this longitudinal study revealed that while the combined application of formative and summative assessments had a significant positive impact on listening comprehension, neither assessment type alone contributed to improvement in this area. in contrast, the results showed that all forms of assessment—whether summative, formative, or combined—led to notable improvements in reading comprehension. these results highlight the differential effects of assessment types on listening and reading skills, suggesting implications for assessment practices in efl contexts.