Document Type: Original Article


Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran



According to Montano and Kasprzyk (2008), attitude is determined by the individual's beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. This study examined Iranian EFL learners’ attitudes toward the Task-Based Language Assessment (TBLA) and the traditional assessment concerning their General English achievement. One hundred EFL students from Islamic Azad University of Zarghan, Fars Province with the age range of 20-35, participated in this study. The data were gathered using an attitude questionnaire. Frequency Analysis and chi-square were used to show the learners' attitudes towards the task-based assessment in General English ability. Regarding the attitude questionnaire, EFL learners had positive attitudes towards the TBLA utilization in improving their General English achievement and most of the students were satisfied with learning English through the TBLA.


Ajideh, P. (2009). Autonomous learning and metacognitive strategies in
ESP Class. Journal of English Language Teaching, 2(1), 161-168.

Bachman, L. & Palmer, A. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.

Bailey, K (1996). Working for washback: A review of the washback concept in language testing. Language Testing, 13(3), 257-279.

Baker, C. (1988). Key issues in bilingualism and bilingual education. Multilingual matters 35. Clevedon, Avon: England.

Brindley, G. (1989). Outcomes-based assessment and reporting in language learning programs: A review of the issues. Language Testing 15(1), 45-85.

Brindley, G. (1994). Task-centered assessment in language learning: The promise & the challenge. In Bird, N., Falvey, P., Tsui, A., Allison, D. & McNeill, A., (Eds), Language & learning: papers presented at the Annual International Language in Education Conference (Hong Kong, 1993). Hong Kong: Hong Kong Education Department, 73–94.

Chalak, A. (2015). The effect of task-based instruction on reading comprehension of Iranian EFL learners. Applied Research on English Language, 4(1), 19-29

Cheng, L., Rogers, T., and Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: purposes, methods, and procedures. Language Testing, 21(3), 360-389.

De Bot, K., Lowie, W. & Verspoor, M. (2005). Second language acquisition: An advanced resource book. London: Routledge.

Eckstein, M. A., & Noah, H. J. (Eds.). (1993). Examinations: Comparative & international studies. Oxford: Pergamon Press.

Gardner, R. (1985). Social psychology and second language learning. The role of attitudes and motivation. London: Edward Arnold.

Hughes, A. (2003). Testing for language teachers (2nd edition). Cambridge: Cambridge University Press.

Keyvanfar, A. & Modaresi, M. (2009). The impact of task-based activities on the reading skill of Iranian EFL young learners at the beginner level. The Journal of Applied Linguistics, 2(1), 81-102.

Kiany, G. H., Albakhshi, G.  & Akbari, R. (2011). The washback effects of ESP tests on teaching ESP at Iranian universities. TELL, 5(1), 21-43.

Koné, K. (2015). The impact of performance-based assessment on university ESL learners` motivation. All theses, dissertations, and other capstone projects: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. Paper 402. (September 13, 2016)

Long, M., & Crookes, G. (1991). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 127-139.

Long, M. H. & Norris, J. M. (2000). Task-based language teaching and assessment. In Byram, M., (Ed.), Encyclopedia of language teaching (pp. 597-603). London: Routledge, 597-603

McEwen, N. (1995). Educational accountability in Alberta. Canadian Journal of Education, 20, 27-44.

McNamara, T. (2001). Language assessment as social practice: Challenges for research. Language Testing, 18(4), 333-350.

Montano, D. E. & Kasprzyk, D. (2008). Theory of reasoned action, theory of planned behavior, and the integrated behavioral model. In K. Glanz, B. Rimer & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice. (pp.67-96) San Francisco, CA: Jossey-Bass,.

Norris, J. M., Brown, J. D., Hudson, T. D., & Yoshioka, J. K. (1998). Designing second language performance assessment. Honolulu: University of Hawaii Press.

Norris, J. M. (2009). Task-based teaching and testing. In M. H. Long & C. J. Doughty (Eds.), Handbook of language teaching (pp. 578-594). Cambridge: Blackwell.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

Potocar, M. (2002). ESP in Slovenian Secondary Technical and Vocational Education: English for Specific Purposes World, 1, online journal available at: (25.11.2017)

Prabhu, N. (1987). Second language pedagogy. Oxford: Oxford University Press.

Shepard, L. A. (1990). Inflated test score gains: Is the problem old norms or teaching the test? Educational Measurement, 9, 15-22.

Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: Washback effect over time. Language Testing, 13(3), 298-317.

Skehan, P. (1996). Second language acquisition research and task-based instruction. In Willis, J., and Dave Willis (Eds.). Challenge and change in language teaching (pp. 17-30). Oxford: Heinemann.

Wall, D. & Alderson, J. C. (1993). Examining washback: The Sri Lankan impact study. Language Testing, 10, 41-69.

Widdowson, H. G. (1983). Learning Purpose and Language Use. Oxford: Oxford University