IMPLEMENTING ASSESSMENT FOR LEARNING IN THE CHINESE EFL CONTEXT: AN EXPLORATORY ACTION RESEARCH
ABSTRACT: This article reports
on a two-year-long action research project, where Assessment for Learning (AfL)
was implemented in a tertiary foreign language classroom in China. It aims to
seek answers to three research questions. First, to what extent can AfL impact
on learner autonomy? Second, to what extent can AfL effectively improve
learners’ proficiency of the target language? Third, what factors may influence
the implementation of AfL? The qualitative data elicited from the interviews
with learners, triangulated with the quantitative data from questionnaires,
revealed that AfL is a rather effective way of promoting learner autonomy. In
addition, quantitative data from a pre- and post-test lend support to the
hypothesis that AfL in general achieves overall beneficial effects on learners’
language proficiency, though there are differential effects on sub-groups, i.e.
female vs. male, and Shanghainese vs. non-Shanghainese. This study also
pinpoints certain factors that are possibly conducive to or constraining the
implementation of AfL in the Chinese EFL context.
Author: Yan Zhu, Mingwei Pan
Journal Code: jppendidikangg170003
