FORMATIVE ASSESSMENT, LEARNER AGENCY, SELF-REGULATED LEARNING, AND ENGLISH LANGUAGE ACHIEVEMENT AMONG IRAQI EFL STUDENTS
DOI:
https://doi.org/10.52657/js.v12i2.3739Keywords:
Equation Modeling, Formative Assessment, Iraqi EFL Learner, Learner Agency, Self-Regulated Learning, StructuralAbstract
This study examined the direct and indirect relationships between formative assessment and English language achievement through the serial mediating roles of learner agency and self-regulated learning among Iraqi EFL university students. Using a quantitative cross-sectional design, data were collected from approximately 400 undergraduate students at the University of Baghdad. Structural equation modeling revealed that formative assessment significantly enhanced learner agency, self-regulated learning, and English language achievement. The findings also supported the serial mediation model, demonstrating that formative assessment indirectly improved achievement by fostering learner agency and self-regulated learning.
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