Shohreh Yoosefi - M.A. Graduated at Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran;
Bahram Hadian - Assistant Professor at Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran;

Assessment is a process of identifying and gathering information about learners, in order to seek ways of addressing needs and means of overcoming barriers to learning. The purpose of the current paper is to investigatewhether and to what extent formative assessment influenced the EFL learners’ English vocabulary enhancement. It alsoaimed at determining the students’ attitudes towards using formative assessment in the vocabulary learning process.The study was carried out in the Reading English Classes, Department of English Programs at the Islamic AzadUniversity Isfahan Branch. The populations were Islamic Azad University students of bachelor program majoring inEnglish Literature, and English Translation during the academic year of 2014. Two groups were involved in the study, the experimental and the comparison. The experimental group practiced the vocabulary with the help of formativeassessment, whereas for the comparison group traditional exercises and activities were implemented. The research wasquasi-experimental: both qualitative and quantitative data were employed. The instruments used were 1) pre- and post-tests, 2) an attitudinal questionnaire for students, 3) a semistructured interview with students on formative assessment. The pre- and post-test results were analyzed quantitativelyimplementing the statistical package for social sciences. The results of the questionnaire and the interview revealed thatformative assessment had positive influence on the learners’ vocabulary enhancement. The students claimed that formative assessment techniques helped them to become actively involved in their learning process and motivated them to learn the English vocabulary

Formative Assessment, Vocabulary Enhancement, English Language, Test, EFL Learner