Résumé:
The present research aims at investigating the impact of informal assessment on learners’
motivation. Students of English as a foreign language lack the motivation necessary especially
when they are assessed; therefore, their motivation decreased when they do not know that
they are being assessed. The aim of this research is to know to what extent informal
assessment raises students’ motivation. Thus, It is hypothesized that a positive relation may
exist between assessing students unconsciously and their motivation. To confirm our
hypothesis we have followed the quantitative descriptive method by administering a
questionnaire to (70) Master one students from the English Department at Guelma University,
also (40) questionnaires are given to teachers of English Department (Guelma University).
The research findings have indicated the significant impact of informal assessment which
leads to the increase of learners motivation. Hence, it is recommended to teachers to use
informal assessment in order to get rid of assessment’s fear and anxiety. Therefore, a number
of pedagogical implications have been provided for raising learners motivation via using
informal assessment.