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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2025
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| _version_ | 1852016172019482624 |
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| author | Wanrong Lei (22331827) |
| author2 | Zhibin Lei (1391386) |
| author2_role | author |
| author_facet | Wanrong Lei (22331827) Zhibin Lei (1391386) |
| author_role | author |
| dc.creator.none.fl_str_mv | Wanrong Lei (22331827) Zhibin Lei (1391386) |
| dc.date.none.fl_str_mv | 2025-09-29T17:35:50Z |
| dc.identifier.none.fl_str_mv | 10.1371/journal.pone.0333678.t006 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/dataset/Teachers_beliefs_on_the_FA_focus_/30236767 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | 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 ). |
| dc.title.none.fl_str_mv | Teachers’ beliefs on the FA focus. |
| dc.type.none.fl_str_mv | Dataset info:eu-repo/semantics/publishedVersion dataset |
| description | <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 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 platforms for implementing these strategies. Despite acknowledging FA’s role in informing teaching improvements and student learning, it was frequently used for grading and managing classroom participation. Challenges included time constraints, large class sizes, inadequate technological support, difficulty in establishing clear assessment criteria, and underutilization of self- and peer assessment. These findings highlight the necessity for multifaceted interventions to better align EFL teachers’ beliefs with their practices in FA.</p></div> |
| eu_rights_str_mv | openAccess |
| id | Manara_ba596d4bbbc66b9b4a9123affcaa4daf |
| identifier_str_mv | 10.1371/journal.pone.0333678.t006 |
| network_acronym_str | Manara |
| network_name_str | ManaraRepo |
| oai_identifier_str | oai:figshare.com:article/30236767 |
| publishDate | 2025 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Teachers’ beliefs on the FA focus.Wanrong Lei (22331827)Zhibin Lei (1391386)NeuroscienceScience PolicyBiological Sciences not elsewhere classifiedmanaging classroom participationlarge class sizesinforming teaching improvementseffective efl pedagogychinese efl contextinadequate technological supportenhance student motivationtechnological platformsstudent learningteachers tendresults revealedregulated learningpromoting feedbackpeer assessmentmultifaceted interventionsmethods designfrequently usedformative assessmentfindings highlightbecome central11 ).<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 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 platforms for implementing these strategies. Despite acknowledging FA’s role in informing teaching improvements and student learning, it was frequently used for grading and managing classroom participation. Challenges included time constraints, large class sizes, inadequate technological support, difficulty in establishing clear assessment criteria, and underutilization of self- and peer assessment. These findings highlight the necessity for multifaceted interventions to better align EFL teachers’ beliefs with their practices in FA.</p></div>2025-09-29T17:35:50ZDatasetinfo:eu-repo/semantics/publishedVersiondataset10.1371/journal.pone.0333678.t006https://figshare.com/articles/dataset/Teachers_beliefs_on_the_FA_focus_/30236767CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/302367672025-09-29T17:35:50Z |
| spellingShingle | Teachers’ beliefs on the FA focus. Wanrong Lei (22331827) 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 ). |
| status_str | publishedVersion |
| title | Teachers’ beliefs on the FA focus. |
| title_full | Teachers’ beliefs on the FA focus. |
| title_fullStr | Teachers’ beliefs on the FA focus. |
| title_full_unstemmed | Teachers’ beliefs on the FA focus. |
| title_short | Teachers’ beliefs on the FA focus. |
| title_sort | Teachers’ beliefs on the FA focus. |
| topic | 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 ). |