Contract Learning As an Approach to Individualizing EFL Education in the Context of Assessment for Learning

Abstract

Contract learning as an approach to individualizing education in the context of assessment for learning is relatively underexplored in English as a Foreign Language instruction. The present study used a mixed-methods design to investigate its efficacy to provide feedback to students and improve self-directed learning. Furthermore, it studied students’ impression of the assessment procedure and their agency. After taking a diagnostic test of grammatical knowledge, participants (N = 14 graduate students) received treatment, using learning contracts, and then took a posttest. A paired t test showed a significant improvement in their grammatical knowledge (t = 7.96, df = 13, p = .00), the effect size being r = .91. The analysis of data from an open-ended questionnaire helped explain how the approach had a positive effect on learning of grammar. The results also indicated that the students had favorable attitudes toward contract learning, mentioning that it had a beneficial impact on their studying behavior. The article concludes with a discussion on the validity considerations of using contract learning in an assessment for learning context.