the impact of learning-oriented assessment on the efl learners’ vocabulary learning and retention

Different factors may enhance the students’ vocabulary performance. teachers may regulate a word investigation evaluation to further understand students’ information about words. to investigate the effect of learning-oriented assessment on efl learners’ vocabulary learning and retention 60 participants were selected and they took the pretest for vocabulary performance. afterward, they were divided into 2 groups, one group received treatment and the other group was considered the control group. based on the carless framework, understudies have to get suitable feedback that they can utilize to feedforward’, learning-oriented assessments were applied in the class for 30 hours. then, both groups took the post-test and, a delayed post-test after 2 weeks. a paired sample t-test was used to determine whether there were statistical differences between the pretest and the post-test of the experimental group. and, an independent sample t-test was used to determine the differences between the post-test of the control group and the experimental group. also, a one-way anova was used to identify the differences between the pretest, posttest, and delayed posttest of both the control group and the experimental group. the results showed that the learning-oriented assessment significantly affected the participants’ overall vocabulary learning and the experimental group has done better in comparison with the control group. on the other hand, the learning-oriented assessment did not have any significant impact on the learners’ vocabulary retention, but the differences between the delayed posttest of the treatment group and the control group were significant.