Teachers’ beliefs on the FA focus.

<div><p>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 e...

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Bibliographic Details
Main Author:	Wanrong Lei (22331827) (author)
Other Authors:	Zhibin Lei (1391386) (author)
Published:	2025
Subjects:	Neuroscience Science Policy Biological Sciences not elsewhere classified managing classroom participation large class sizes informing teaching improvements effective efl pedagogy chinese efl context inadequate technological support enhance student motivation technological platforms student learning teachers tend results revealed regulated learning promoting feedback peer assessment multifaceted interventions methods design frequently used formative assessment findings highlight become central 11 ).
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Teachers’ beliefs on the FA focus.

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