The effects of Curriculum-Based Measurement on EFL learners' achievements in grammar and reading

Abstract

The purpose of this study was to examine the effect of using Curriculum-Based Measurement <br />(CBM) on the learners' achievement in L2 grammar and reading in an EFL context and to <br />further investigate whether the students' classroom performances would predict their final <br />exam results. To conduct this study, two classes, each containing 30 female students, were <br />selected among the existing 1<br />st<br /> grade high school classes in a high school. Prior to the <br />treatment, all participants were given both reading and grammar tests so as to make sure of any <br />initial differences among them. CBM was randomly implemented in one of these classes (as an <br />experimental group) once a week over a 12-week period to monitor their progress in reading <br />and grammar. At the end of the treatment, all participants took the achievement test. The <br />results of two independent-samples t-tests indicated that CBM significantly improved students' <br />L2 reading and grammar achievement during the term. Also, the results of two linear <br />correlations revealed that CBM outcomes during a semester significantly predicted final exam <br />results.