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Frontiers in Educational Research, 2023, 6(3); doi: 10.25236/FER.2023.060306.

An empirical study on the development of college students' English self-learning ability using formative assessment


Yuyan Pang1,2, Xiangzhe Cui1,3

Corresponding Author:
Xiangzhe Cui

1Department of Education, Sehan University, Yeongam-gun, Republic of Korea

2School of Foreign Languages, Lingnan Normal University, Zhanjiang, China

3Department of Education-Technology, Normal College of Yanbian University, Yanji, China


Self-learning ability, also known as self-directed learning ability, means that students actively learn knowledge and are able to complete the formulation of learning objectives and learning plans, the selection of learning contents and learning methods, and the implementation of learning monitoring and evaluation on their own. A lot of experimental data show that students with higher self-learning ability have higher learning quality and efficiency. English is a compulsory course for college students as highly qualified people. However, college students tend to take final exams and Level 4 or 6 as the main criteria for English evaluation, not realizing the importance of English in subsequent study and work, and the test-taking consciousness is very obvious. For this reason, experts and scholars at home and abroad have proposed to introduce formative assessment into college English teaching to cultivate college students' self-learning ability and lay the foundation for their lifelong learning. In order to better verify the effect of formative assessment on the cultivation of college students' English self-learning ability, the article selects four parallel classes of a university majoring in mechanical engineering as the research object, and sets up a control class and an experimental class, in which formative assessment is introduced in the experimental class and the traditional summative assessment is also used in the control class. By analyzing the English self-learning ability of students in the experimental and control classes before and after the experiment, the role and effect of formative assessment were verified, and data support was provided for the application of formative assessment in college English teaching.


formative evaluation; College English; the ability to study independently

Cite This Paper

Yuyan Pang, Xiangzhe Cui. An empirical study on the development of college students' English self-learning ability using formative assessment. Frontiers in Educational Research (2023) Vol. 6, Issue 3: 37-45. https://doi.org/10.25236/FER.2023.060306.


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