Open-book assessment in French language instruction: a study on enhancing the grammatical skills of pre-service teachers

Abstract The preparation of second language (L2) pre-service teachers requires pedagogical tools that move beyond rote memorization. While open-book assessment (OBA) offers a promising alternative, a research gap exists regarding its empirical effect on the L2 grammatical skills, affective experiences, and developing pedagogical beliefs of this population. This study addressed this gap by investigating the effect of OBA in French language instruction. Using a mixed-methods, quasi-experimental design, 60 pre-service French teachers were randomly assigned to an experimental group ( n = 30) receiving weekly open-book quizzes or a control group ( n = 30) receiving closed-book quizzes over a 10-week intervention. Data were collected from a grammatical skills pre-test/post-test, a perception survey, and semi-structured interviews. Quantitative results showed a substantial and statistically significant improvement in grammatical skills for the experimental group (mean gain = + 8.07, p < .001), whereas the control group showed no improvement. Survey data revealed positive perceptions of OBA, highlighting its role in promoting application ( M = 4.57), reducing anxiety ( M = 4.07), and influencing future teaching intentions ( M = 4.57). Qualitative findings corroborated these results, revealing a cognitive shift from recall to active problem-solving, a positive affective experience, and a profound transformation of pedagogical beliefs. The findings conclude that OBA is a highly effective strategy that both enhances L2 grammatical competence and models formative assessment for future educators, suggesting its integration can improve language proficiency while equipping pre-service teachers with an innovative assessment model.