Using Hybrid Formative Assessment to Improve Preparatory Stage Pupils’ EFL Listening and Self-Regulation….

Abstract
       The study explored the effectiveness of a proposed hybrid formative assessment program for developing EFL listening of preparatory stage pupils and their self-regulation. The instruments of the study included the EFL listening skills checklist to determine the most important sub-skills of listening skills, EFL listening skills test to measure pupils' listening skills (pre-post), and EFL listening self-regulation scale to measure pupils' self-regulation.. The study adopted the quasi-experimental design utilizing two groups; one group was experimental and the other was a control group. The total number of the participants in the two groups for the study was (n=60). Results of the study indicated that there was a statistically significant difference between the mean scores of the experimental and control groups on the post-administration of the EFL listening skills test in favor of the experimental group. Moreover, there was a statistically significant difference between the mean scores of the experimental group and the control group on the post-administration of the self-regulation scale in favor of the post administration of the experimental group. This result demonstrates that the hybrid formative assessment program was effective in developing EFL listening of preparatory stage pupils and their self-regulation, and that improvement was a gradual process as a result of the training. Finally, the study also suggests that further research should be conducted related to hybrid formative assessment based programs for developing other language skills.
Key words: Hybrid Formative Assessment, Listening Skills, Self-Regulation, EFL Preparatory Stage Pupils