Effects of formative tests and communicative grammar instruction on EFL students’ oral response ability

This study investigates the effect of formative exams and communicative grammar teaching strategies on students’ oral response-ability. research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data analyzed two-way covariance analysis (ANCOVA) to test hypotheses. outcomes demonstrated that taught with constructive tests higher achievement than those receiving selective examination. result indicated deductive learning concept maps was more effective in improving ability competence compared inductive learning. Additionally, this found instructional strategy accompanied by English group treated test. Deductive procedures positive impacts from student capacity respond orally among who given examinations. Notably, effectiveness various sub-instructional tactics sub-formative combinations verbal response varied. Thus, teachers must create examinations considering tests. Based findings, recommendations for how can improve oral-response adopting appropriate assessments are discussed.