Abstract
This study intended to investigate the effects of Assessment as
Learning (AaL) strategy on satisfaction of academic performance and
motivational beliefs of ESL (English as Secondary Language) students
of Public sector school. Using the quasi-experimental pre-post-test
control group design, and assessment strategy recommended by
Lee and Mak (2014), this study examined the effects of Assessment
as Learning (AaL) on students’ studying ESL writing skills in
Argumentative Essay. Through the convenience sampling technique,
60 ninth standard students were selected to participate in the study.
Students' performance was analyzed with the help of
Argumentative Essay Test and Motivation was investigated by using
Motivated Strategies for Learning Questionnaire (MSLQ). Both
control and experimental groups were trained through traditional
teaching ESL strategies; however, experimental group students
practiced an additional intervention identified as "Assessment as
Learning (AaL)" strategy. After seven weeks of study, both groups'
performance and motivation were evaluated through post-tests.
The data from pre-tests and post-tests were analysed by
Independent Sample t-tests. The results demonstrated that the
experiment group’s academic scores and motivation were
significantly higher, thus the implementation of AaL practice
is recommended to raise self-regulation and performance of
students.
