Abstract
This survey was conducted among 20 ESL teachers in China and Malaysia comprehensive universities. Cross-sectional study design and purposive sampling being used in this study, this paper makes a comparative analysis on the description of the Chinese and Malaysian teachers' beliefs in teaching evaluation---evaluation purposes, evaluation forms and types, evaluation criteria, providing feedback and reporting final results, and the role of students in the evaluation process. This study shows that there are both similarities and differences in teachers' evaluation beliefs between the two universities. The two implications for college English Teachers' teaching evaluation are as follows: to establish scientific and reasonable evaluation standards for college English teaching; to improve the quality of teaching evaluation of college English teachers.
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