Abstract
Re-conceptualizing Holistic Assessment of Culture-Based Learning of English as a Foreign Language in Higher Education for the 21st-Century Classroom
Highlights
The growing interest in assessment for language learning is rapidly expanding
The research questions formulated as follows: a). what are the needs, theoretical basis, the perception of lecturers and students on the holistic assessment of culture-based English as foreign language learning for higher education in the 21st-century classroom? b). what is the re-conceptual framework of holistic assessment of culture-based English as foreign language learning for higher education in the 21st-century classroom?
The research concluded that the re-conceptualizing holistic assessment of culture-based English as foreign language learning for higher education in the 21st-century classroom, in this case, refers to some fundamental concepts of theoretical framework of holistic assessment for culture-based language learning which based on the integration of the modern assessment such as self-assessment, peer-assessment, authentic assessment, classroom assessment, and the objective assessment either formative and summative assessment
Summary
The growing interest in assessment for language learning is rapidly expanding. The amount of research describing the success of culture-based English language learning implementation has increased [5]. Some research has theoretically proven the effectiveness and some support the success by upgrading other aspects for substantiating its existence. Those learning model innovations on localization issues are rarely touching the students’ achievement. It still seldom even rare that the researchers discuss how the assessment is implemented in Manuscript received March 19, 2019; revised June 14, 2019.
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