Abstract:

The purpose of this study was to examine the impact of student-generated tests on grammar learning of EFL learners. Sixty-eight Iranian intermediate university students were randomly assigned to experimental and control conditions. The participants in the experimental group were asked to make ten grammar test items for each of the four main grammar topics covered in their course of study. The participants in this group received written feedback from the course instructor on the quality of the items they had made and discussed the answer to 10 items for each topic in the class. The participants in the control group studied the same grammatical topics and were exposed to the same items discussed in the experimental condition. However, they were not involved in the process of item construction. At the end of the treatment period, the participants in both groups took two forty-item grammar tests: a student-generated one and a standardized one. The results showed that the participants in the experimental group significantly outperformed their peers in the control group. This suggests that the experience of test generation throughout the treatment period had a positive impact on grammar learning of the students.

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