Exploring EFL teachers' beliefs and practices of formative assessment in Chinese context.

ABSTRACT: Formative assessment (FA) has become central to effective EFL pedagogy, promoting feedback, engagement, and self-regulated learning. Yet in the Chinese EFL context, little is known about how university teachers actually conceptualize and enact FA in their classrooms. This study explores EFL teachers' beliefs, self-reported practices, and challenges in implementing FA through a mixed-methods design that combines a survey (N = 288) with follow-up interviews (n = 11). Results revealed that most teachers hold positive beliefs about FA and acknowledge its potential to enhance student motivation and engagement. However, the frequency of FA practices varies significantly among the participants. Teachers tend to select their FA strategies within institutional limits and rely on technological platf

SUBMITTER: Lei W 

PROVIDER: S-EPMC12478959 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature