Assessing the Impact of Collaborative Learning on Reading Comprehension in EFL Classrooms

  • Quratulain Khan Center for English Language and Linguistics. Mehran University of Engineering and Technology, Jamshoro
  • Sania Sachal Center for English Language and Linguistics. Mehran University of Engineering and Technology, Jamshoro
  • Syed Salman Shah Center for English Language and Linguistics, Mehran University of Engineering and Technology, Jamshoro


Abstract Views: 84

This study examined the impact of Google Forms as a formative assessment tool on reading abilities and comprehension among elementary pupils learning English as a foreign language in Sindh Province, Pakistan. 14 instructors and 122 pupils from Army Public School in Hyderabad participated in the study. Literacy abilities were assessed using a pre-post assessment approach before and after a two-week Google Forms training. Students' perspectives on the utility of Google Forms, the risk of cheating and self-efficacy were also studied. The study's conclusions imply that Google Forms may be a useful tool for reading proficiency formative assessment. Students discovered that Google Forms was useful for determining their areas of weakness and getting quick feedback. However, while utilising Google Forms for assessment, issues related to academic honesty and plagiarism should be addressed. The study has effects on how Google Forms are used in EFL courses. Google Forms can be used by teachers to evaluate a range of reading abilities, including vocabulary, comprehension, and fluency. Additionally, the application may be utilised to give pupils rapid feedback, which can help them advance their reading abilities. However, when utilising Google Forms for assessment, it is crucial to take precautions to avoid plagiarism and cheating.

Keywords: Formative assessment, Google Forms, reading skills, EFL, academic integrity


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How to Cite
Khan, Q., Sachal, S., & Shah, S. S. (2023). Assessing the Impact of Collaborative Learning on Reading Comprehension in EFL Classrooms. Journal of History and Social Sciences, 14(1), 224-238.