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Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

ABSTRACT: Student engagement is an important issue in learning and teaching given its positive effects on students' learning outcomes. Assessment for Learning (AfL), an assessment and pedagogic innovation, if done well, can fully engage students in the learning and assessment process. Adopting a multi-case design, the present study explored how Chinese university English as a Foreign Language (EFL) teachers used AfL to facilitate student engagement in their classrooms and what factors influenced their AfL practices. Three EFL teachers were recruited on a voluntary basis from two universities in Northwest China. Data collected from semi-structed interviews, stimulated recall interviews, and classroom observations suggested that teacher participants demonstrated differed assessment practices, representing Assessment of Learning (AoL), convergent, and divergent AfL, respectively. Three factors: teacher assessment literacy, teachers' beliefs about the relationship between goal orientation and motivation, as well as a trusting relationship between teachers and students, were identified as contributing to teachers' different assessment practices. Our study calls for teacher educators' efforts to equip teachers with necessary assessment-related knowledge and skills, encourage teachers to negotiate learning goals with students, and help teachers establish a trusting environment in their classrooms, if AfL is to be fully embedded in classroom instruction.

SUBMITTER: Wu X

PROVIDER: S-EPMC8515033 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:With the educational revolution driven by COVID-19, traditional face-to-face teaching methods have rapidly been transformed into accessible, reliable online distance education. This has meant revisiting and reinventing existing technology-based educational processes and models. This study investigates whether teachers of English as a Foreign Language (EFL) are confident that they have the requisite knowledge of how particular technologies are used for remote teaching, both during COVID-19 and as they look to the future. By adopting a mixed-method approach, this paper investigates teacher practices and perceptions regarding teaching online during Covid-19's emergency remote teaching. One hundred and twenty-nine participants were recruited through an online survey. All analyses were carried out using SPSS version 25. Data was based on ranking and non-parametric tests were used. Qualitative data from the open-ended question were analyzed using data-driven thematic analysis. Teachers reported significantly increased reliance on self-teaching, colleagues' knowledge, staff tutorials, and online school support. The gap between knowledge and usage of digital tools was found to be associated with the challenges facing EFL teachers with distance learning. Teachers who reported knowing more or roughly the same about the tools compared to their usage of them knew how to incorporate their knowledge into their practical teaching, took control over the management of their instruction, and had higher pupil engagement and motivation. However, teachers whose knowledge of digital tools was lower than their usage encountered technological difficulties that impaired their teaching. Some implications can be drawn from the study, such as the need for teacher education programs to improve teacher awareness of new pedagogical-technological learning methods, and the importance of providing opportunities to acquire digital competence and encourage teachers to adapt personally to new digital technologies within specific disciplinary contexts. Our findings have both theoretical and practical implications for pre- and in-service teacher training.

Dataset Information

Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

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