The importance of utilizing supplementary video material in formative and summative assessment of reading comprehension: A study on Iraqi intermediate EFL learners

Abstract

This study looked into how using additional video content affected the reading comprehension scores of upper intermediate EFL students from Iraq. Based on availability sampling, 80 participants—60 men and 60 women—were chosen and split into two groups: the experimental group and the control group. While the control group did not receive any extra materials, the experimental group received extra video clips in addition to their reading comprehension textbook. The OQPT was used to establish the students' starting levels, and the TOEFL reading comprehension exam was used for the pretest for both groups. The experimental group completed three formative exams over the course of 21 sessions, and in the final session, both groups were given a post-test (summative assessment). The Kolmogrov-Smirnov test, Levene's test, covariance analysis, and descriptive statistics were all used in the data analysis process. The findings demonstrated that the use of additional video content significantly improved reading comprehension ratings. In all cases, the experimental group fared better than the control group; in the summative exams, this difference was more noticeable. Additionally, the study found that female students outperformed male students on reading comprehension