Concept Checking Questions: A Comprehension Assessing Tool for Developing EFL Learners’ Language Systems, and Motivation

The use of Concept Checking Questions (CCQs) has gained increasing attention in English Language Teaching (ELT) as a practical tool for assessing students’ comprehension. This technique helps teachers to identify learners who may be struggling and determine whether additional practice is needed. However, the full scope of CCQs’ effects on various language skills, systems, and learner motivation has yet to be thoroughly investigated. To address this gap, the present study explored the effect of CCQs on two language systems, namely vocabulary and grammar, as well as motivation of Iranian EFL learners. Accordingly, a total of 36 EFL learners from a private language institute in Iran participated in the study. Using a quasi-experimental design, the learners were divided into an experimental group and a control group. The findings from independent samples t-tests showed that students in the experimental group significantly outperformed their peers in vocabulary and grammar development. Additionally, a chi-square test indicated a strong relationship between the use of CCQs and increased motivation among the learners. The study’s implications are discussed in light of these findings.