While teacher assessment and student engagement are emerging topics in the field of second language (L2) writing, little is known about the possible correlations between the two important constructs. This mixed-methods study first surveyed the perceived teacher assessment approaches among L2 learners whose majors are English, Japanese and French…

Although formative assessment has been recognized as an effective way for improving learning, scant attention has been paid to the specific design on the sequence of applying formative assessment practice in computer-assisted language learning (CALL). Even less emphasis has been devoted to the cognitive and affective outcomes of different orders…

While self-regulated learning (SRL) has been studied in various disciplines, insufficient attention has been paid to how formative assessment/assessment for learning (AfL) promotes students' SRL in learning English as foreign language (EFL) context. The present study attempted to address the gap. Forty four non-English majors in the second year of…

After the outbreak of the COVID-19 pandemic, distance teaching brought on unforeseen challenges around the world, including classroom-based assessment practice. However, little attention has been paid to teachers' assessment practice and their identity as assessor in the new teaching situation. This study examines Chinese K-12 in-service EFL…

The aim of the study was to examine the effects of rubric co-creation on peer feedback. From a social constructivist perspective, rubric co-creation might have the ability to promote the quality of feedback messages, interactivities within feedback processes, and uptake of feedback information in a peer-based collaborative setting of higher…

Formative assessment (FA) has been widely adopted in higher education instruction yet university teachers' use of FA is underexplored. In the Chinese context of teaching English writing to students who learn English as a foreign language (EFL), the use of FA is intriguing because of both the university students' generally poor English writing…

This quasi-experimental research investigates the employment of a formative assessment platform aided by artificial intelligence in an English public speaking course. The platform integrates deep learning, automatic speech recognition, and automatic writing evaluation. It provides automated assessment and immediate feedback on speakers' public…

The unexpected COVID-19 pandemic posed significant challenges to teachers' feedback-giving practice. This study reports on an inquiry into 16 Chinese EFL teachers' feedback changes during the pandemic, with a focus on whether and how the teachers changed their feedback practice when a range of digital assessment tools and online instructional…

Previous studies have shown that inquiry-based learning (IBL) and flipped learning effectively promote student engagement and learning outcomes in language classrooms. Meanwhile, technology-enhanced formative assessment (TEFA) with well-designed instructional strategies can provide engaging learning opportunities for learners of English as a…

Continuous assessment (CA) is believed to have great potential for improving learning in higher education. Students' beliefs about CA are a determining force for optimising CA's formative potential. This study explored 27 Chinese undergraduates' beliefs about CA functions in their college English course through individual semi-structured…

Nowadays, our understanding of the role of educational assessments has shifted from summative assessments to formative assessments. Technology has played an important role in this transition, and computer-based assessments have become popular these days. Echoing this global transition, China's Ministry of Education (CMOE) initiated a reform in the…

Through literature study of researches on critical thinking, this paper gives an analysis of the present situation and existing problems of critical thinking cultivation in Chinese college English classes, probes into the rationale for critical thinking cultivation and discusses how to cultivate students' critical thinking in Chinese college…

While assessment for learning (AfL) has been widely used in college English classrooms in China where teachers usually teach large classes, how AfL is implemented in the large-class higher education (HE) context is relatively underexplored. To address this gap, this study explores some of the challenges presented by large classes and the teachers'…

Online education has long been suffering from high dropout rate and low achievement. However, both asynchronous and synchronous online instructions have to become effective to serve as a quick response to maintain undisrupted learning during the COVID-19 outbreak. The purpose of the present study was to examine student engagement, learning…

Enhancing writing pedagogy in university-based courses for students of English as a foreign language has been a long-term goal of educators and researchers. Most recent work, however, has relied on qualitative methodologies that limit our capacity to generalize findings. In this quantitative study, the authors adopted a quasi-experimental control…