This thesis examines the impact of performance-based assessment on university ESL learners' motivation. To reach this aim, data were collected from 21 international ESL students taking an intensive oracy course for non-native speakers. Online motivation questionnaires were used in order to find out how these learners responded emotionally and motivationally to performance-based assessment, specifically an oral presentation project both before and after the project. The results revealed that the students responded positively to this type of project. However, their motivational and emotional states varied across time depending on their experience with the oral presentation, their performance, and the cohesion of their group.
Glen T. Poupore
Karen E. Lybeck
Date of Degree
Master of Arts (MA)
Arts and Humanities
Koné, Kadidja, "The Impact of Performance-Based Assessment on University ESL Learners' Motivation" (2015). All Graduate Theses, Dissertations, and Other Capstone Projects. 402.
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