Formative Assessment Notions in Email-based Language Learning: A Case Analysis
The paper reports the result of a small-scale study on an email-based reading and writing course at a Chinese college. The study aims to investigate the impact of the computer network on the implementation of formative assessment notions. The research draws on the four formative assessment principles summarized by Chao (1999) and discovers that those principles are not implemented evenly in practice. The analysis of the findings reveals that there is definitely room for formative assessment in the online language teaching and learning, but it is important to abandon the teacher-fronted tradition and recognize students role as the real executors of learning.
Formative assessment email-based reading and writing learning process learner autonomy critical thinking
FENG Xue JIANG Xueqing
Beijing Foreign Studies University, China
国际会议
2006年计算机辅助外语教学国际研讨会(2006 International Symposium on Computer-Assisted Language Learning)
北京
英文
329-353
2006-06-02（万方平台首次上网日期，不代表论文的发表时间）