This study aims to explore Chinese university EFL learners'perceptions toward alternative assessment in a context of a project-based learning digital storytelling presentation in Speaking Course.It also seeks to c...This study aims to explore Chinese university EFL learners'perceptions toward alternative assessment in a context of a project-based learning digital storytelling presentation in Speaking Course.It also seeks to compare the relationship between alternative assessment and teacher assessment.The findings showed that a strong correlation between alternative assessment and teacher assessment occurred.Alternative assessment activities are viewed by students as"authentic"assessments,as they mimic how the student will be using their knowledge in the future.Alternative assessment as a form of formative assessment can be a powerful day-to-day tool for teachers and students.Alternative assessment is an enabler of process of learning.The study suggests that alternative assessment can encourage learners to become more fully responsible for their learning and can result in more and better learning.Alternative assessment can thus be used as a golden key to the"deaf and dumb"phenomenon for Chinese university EFL learners.展开更多
本文综述国内外学者对学习策略的理解,以Oxford(1990)语言学习测量表(Strategy Inventory for Language Learning)为测量工具,以民族地区某中学初三年级学生为研究对象,探讨了三个问题,即该校初三年级学生使用英语学习策略特征,分析SIL...本文综述国内外学者对学习策略的理解,以Oxford(1990)语言学习测量表(Strategy Inventory for Language Learning)为测量工具,以民族地区某中学初三年级学生为研究对象,探讨了三个问题,即该校初三年级学生使用英语学习策略特征,分析SILL信度差异及英语学习策略与初三年级英语毕业考试成绩之间的关系。笔者同时提出如何因地制宜地运用学习策略,提高少数民族地区中学英语教学质量的建设性意见。展开更多
文摘This study aims to explore Chinese university EFL learners'perceptions toward alternative assessment in a context of a project-based learning digital storytelling presentation in Speaking Course.It also seeks to compare the relationship between alternative assessment and teacher assessment.The findings showed that a strong correlation between alternative assessment and teacher assessment occurred.Alternative assessment activities are viewed by students as"authentic"assessments,as they mimic how the student will be using their knowledge in the future.Alternative assessment as a form of formative assessment can be a powerful day-to-day tool for teachers and students.Alternative assessment is an enabler of process of learning.The study suggests that alternative assessment can encourage learners to become more fully responsible for their learning and can result in more and better learning.Alternative assessment can thus be used as a golden key to the"deaf and dumb"phenomenon for Chinese university EFL learners.
文摘本文综述国内外学者对学习策略的理解,以Oxford(1990)语言学习测量表(Strategy Inventory for Language Learning)为测量工具,以民族地区某中学初三年级学生为研究对象,探讨了三个问题,即该校初三年级学生使用英语学习策略特征,分析SILL信度差异及英语学习策略与初三年级英语毕业考试成绩之间的关系。笔者同时提出如何因地制宜地运用学习策略,提高少数民族地区中学英语教学质量的建设性意见。
