[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590065-105":59,"doc-detail-590065-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","advances-in-language-and-literary-studies-volume-12-issue-3","Advances in Language and Literary Studies - Volume 12 - Issue 3","","This study examines how university EFL learners’ motivational and emotional responses change when completing a performance-based assessment project. Data from 25 students were collected using two motivation questionnaires during individual work on “Identity Poem”, before and after the project. Descriptive and inferential statistics show high motivation at both stages, linked to supportive teacher behavior and an engaging topic. Qualitative analysis also confirms relatively positive emotions, though a few learners experienced anxiety without stopping project completion. The study recommends using project work as an alternative assessment approach with accessible tasks and quality feedback.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advances-in-language-and-literary-studies-volume-12-issue-3/590065/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advances-in-language-and-literary-studies-volume-12-issue-3/590065.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study regarding performance-based assessment?","Question",{"text":112,"@type":113},"The study investigates university English learners’ motivational and emotional responses to a performance-based assessment project before and after they complete it.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected, and what activity did learners complete?",{"text":117,"@type":113},"Data were collected from 25 students using two motivation questionnaires while learners worked individually on a project called “Identity Poem”.",{"name":119,"@type":110,"acceptedAnswer":120},"What explanations are provided for the change in motivation and emotions?",{"text":121,"@type":113},"The increase is attributed to supportive teacher behavior and a project topic that aroused curiosity. Emotional states are described as positive due to perceived feasibility and confidence from outstanding performance, with some learners anxious but still completing the project.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590065,1792211381,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Exploring the Impact of Performance-based Assessment on Malian EFL Learners’Motivation\u003Cbr>Kadidja Koné*\u003Cbr>Ecole Normale d’Enseignement Technique et Professionnel (ENETP) Kabala Building 4, Bamako, Mali Corresponding Author: Kadidja Koné, [E-mail: kadidja_kone@yahoo.fr](E-mail: kadidja_kone@yahoo.fr) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This study investigates university English learners’ motivational and emotional responses to a performance-based assessment project before and after the project. Data were collected from 25 students learning English as a foreign language using two motivation questionnaires while they were working individually on a project called “Identity Poem”. A quantitative analysis of the data using descriptive and inferential statistics revealed that participants were highly motivated before and after the project. This increase in the level of motivation at both stages could be explained by the supportive behavior of the teacher and by the topic of the project that aroused curiosity and interest. Their emotional state was also positive at both stages due to their perception of the feasibility of the project and a high level of confidence resulting from outstanding performance. Regarding the qualitative data, an analysis based on the number of references to a pattern was utilized. The findings corroborated the high level of motivation observed with the quantitative results before and after the project. They additionally supported the quantitative findings indicating that the participants’ emotional state was relatively positive. However, a few learners were anxious, but their anxiety did not prevent them from completing the project. Regarding the pedagogical implications, project work can be used as an alternative in assessment so that learners can stay motivated during the assessment process. To achieve this aim, language teachers need to ensure that a project is within the learners’ reach and provide them with quality feedback at every stage. |\n| Article history\u003Cbr>Received: February 25, 2021\u003Cbr>Accepted: April 21, 2021\u003Cbr>Published: June 30, 2021\u003Cbr>Volume: 12 Issue: 3\u003Cbr>Advance access: June 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Emotion, Motivation, Identity Poem,\u003Cbr>Performance-based Assessment,\u003Cbr>Project, Response, Variation |  |\n\nINTRODUCTION  \nLanguage assessment is one of the core elements in the process of teaching and learning a language. Its final outcome is frequently used to determine language learners’ future undertakings such as being admitted into the university or being selected for a job interview. Therefore, an assessment should involve both teachers and learners so that its results can be beneficial to each of these stakeholders. However, in Mali most of the teachers of English as a foreign language (EFL) orient their assessment toward the curriculum purposes only instead of taking into account their learners’ specific learning goals. Another practice that is common in this teaching context is the use of old standardized tests by the teachers without adapting them to their learners’particularities. Most of the assessment instruments used in the Malian EFL context are decontextualized traditional tests such as multiple-choice questions, true or false questions, or matching. These forms of traditional assessment may not help a language learner use the language for communicative purposes. Moreover, they neither inform learners about their true abilities nor tell them how effectively they can practice what they have already learned in real-life situations  \n(J. D. Brown & Hudson, 1998) . Furthermore, the assessors may have difficulty providing the learners with constructive feedback that contributes to successful language learning and teaching. Mahlberg (2013) further argued that the teachers offer “little or no formative feedback","cbCaiiUmi6TfLCd3","https://ap.wps.com/l/cbCaiiUmi6TfLCd3","pdf",269159,14,"English","# Introduction\n## Language assessment and its limitations in Mali\n## Performance-based assessment concept and rationale\n# Method and findings (study overview)\n## Motivation and emotional responses before vs after the project\n## Qualitative confirmation and pedagogical implications","[{\"question\":\"What is the focus of the study regarding performance-based assessment?\",\"answer\":\"The study investigates university English learners’ motivational and emotional responses to a performance-based assessment project before and after they complete it.\"},{\"question\":\"How was data collected, and what activity did learners complete?\",\"answer\":\"Data were collected from 25 students using two motivation questionnaires while learners worked individually on a project called “Identity Poem”.\"},{\"question\":\"What explanations are provided for the change in motivation and emotions?\",\"answer\":\"The increase is attributed to supportive teacher behavior and a project topic that aroused curiosity. Emotional states are described as positive due to perceived feasibility and confidence from outstanding performance, with some learners anxious but still completing the project.\"}]","Advances in Language and Literary Studies - Volume 12 - Issue 3 | PDF",1792068717,35]