student-achievement
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- PaperTESOL Quarterly15 Jul 2026
Effects of Motivational Interventions on EFL Learners' Learning Effort and Achievement: An L2 Motivational Self System Perspective
Xuejun Ye, Guangwei Hu
Three motivational interventions (traditional strategies, vision-based, and combined) based on L2 motivational self system theory were tested on 391 Chinese junior secondary EFL learners. All interventions improved learning effort and achievement immediately, but only the vision-based and combined approaches sustained achievement gains after four months, while all three maintained effort.
Original abstract
Grounded in the L2 motivational self system theory, this quasi‐experimental study investigated the impact of three motivational interventions on two outcome measures: L2 learning effort and L2 achievement. A total of 391 Chinese junior secondary students were assigned to four conditions: a control group receiving no motivational instruction, and three experimental groups exposed to either traditional motivational strategies (MSs), vision‐based MSs, or a combined approach integrating both types of strategy. The effects of the interventions were assessed through questionnaires and tests administered at three time points to monitor changes in both outcome variables. The respective and relative effects of the interventions were determined by two‐way mixed design ANOVAs and post‐hoc pairwise comparisons. Results indicated that all three motivational treatments produced significantly positive effects on both outcome variables immediately following the interventions. All three motivational treatments sustained their positive effects on L2 learning effort, but only the vision‐based and combined treatments maintained their impact on L2 achievement. Moreover, all motivational treatments had comparable effects on L2 learning effort both during and 4 months after the interventions. Although all interventions were similarly effective on L2 achievement during the treatment period, the vision‐based and combined interventions outperformed the traditional MS intervention in terms of sustained effects.
- PaperAssessment & Evaluation in Higher Education8 Jul 2026
Grading in an age of assessment reform: the elephant in the room
Juuso Henrik Nieminen, Margaret Bearman, David Boud, Thomas Corbin et al.
Higher education assessment reform rhetoric largely ignores the role of grades, termed the 'elephant in the room'. This conceptual study analyzes how responses to Generative AI in grading—AI-proof and AI-powered approaches—reinforce the status quo, while a policy review reveals a critical silence on grades. The findings call for broader conversations on representing student achievement beyond traditional grading.
Original abstract
Higher education sectors worldwide have largely adopted a rhetoric of assessment redesign, calling for fundamental ‘rethinking’, ‘reforming’ and ‘reimagining’ of assessment. This rhetoric is particularly evident in the so-called age of Generative Artificial Intelligence (GenAI). But what about grades? In this conceptual study, we address the elephant in the room, grading: a large looming presence that is nonetheless absent from conversation about assessment reform. By using the surge of GenAI technologies as the context for assessment reforms, we analyse recent responses in grading policy and practice to GenAI technologies by asking what has changed, if anything. We discuss how two approaches to grading in an age of GenAI – AI-proof grading and AI-powered grading – both further reinforce the status quo of grading systems. Next, we conduct a policy review and note a critical silence regarding grades. Based on these two analyses, we showcase that entire programs of assessment are being reworked with little to no thought given to grades. Our study aims to generate broader, sector-wide conversations about how higher education institutions should represent student achievement.