Abstract
This exploratory study uses the theoretical underpinnings of Learning-Oriented Assessment (LOA) to investigate Saudi EFL learners’ perceptions as well as their progress in the comparative analysis of an LOA group of students and a traditional control class at Taif University English Language Centre (TUELC). The study uses both quantitative and qualitative techniques to assess how learners in the LOA group improve their English speaking proficiency during the course. The data shows that LOA proved to be a successful resource in the whole process. Answering three research questions, the study concludes that LOA may prove to be a daunting task for teachers due to their excessive monitoring responsibilities, yet it plays a vital role in improving the learners’ critical thinking, their abilities for self and peer assessment and improving their overall English language skills.
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