Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning

Yangyu XIAO, Min YANG

Research output: Contribution to journalArticle

Abstract

This paper addresses how formative assessment can support secondary students' self-regulated learning in English language learning. Self-regulated learning is essential for lifelong learning because it allows students to construct knowledge by identifying their learning goals, self-managing their learning process and self-evaluating their performance against goals. Although a consensus can be found in the literature that formative assessment has significant potential for supporting self-regulated learning among students, how such potential can be afforded through teachers' practices of formative assessment in English language classrooms remains under-explored. In this paper, findings from classroom observations and interviews with two teachers and 16 students in a foreign language secondary school are reported. The findings reveal that under the guidance of their teachers, the participants engaged in formative assessment in a proactive manner and appeared to be emerging as self-regulated learners. The students perceived the classroom formative assessment activities that they experienced and the feedback they received to be helpful in the development of their deep understanding and capability for self-regulation in English language learning. Copyright © 2019 Elsevier Ltd. All rights reserved.
LanguageEnglish
Pages39-49
JournalSystem
Volume81
Early online dateJan 2019
DOIs
Publication statusE-pub ahead of print - Jan 2019

Fingerprint

self-regulation
English language
learning
student
classroom
teacher
lifelong learning
foreign language
Self-regulation
Self-regulated Learning
Formative Assessment
Student Support
Language Acquisition
learning process
secondary school
interview
performance

Citation

Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning. System, 81, 39-49. doi: 10.1016/j.system.2019.01.004

Keywords

  • Formative assessment
  • Feedback
  • Self-regulated learning
  • Secondary school students
  • English language learning