Relationship Between Assessment for Learning and English Learning Motivation of University Students in Blended Learning Environment

Lu Wang ,Siti Maziha Mustapha

doi:10.7176/jep/11-5-09

Abstract

The study was sponsored by Hubei Provincial Department of Education’s Important Humanity and Social Sciences Research Project (Project ID: 16D068); Hubei Provincial Department of Education’s Research Project on Teaching Reform in Colleges and Universities (Project ID: 2016490); Hubei Provincial Education Science Twelfth Five-year Plan Project (Project ID: 2014B113); Educational Ministry of Hubei Province (Project ID: 19Q307); College of foreign studies, Hubei Normal University (ID: 1705). Abstract Recently, assessment for learning (AFL) has gained increasing popularity by researchers worldwide. It is generally accepted that AFL enables students to optimize their learning process and improve their learning proficiency through various informal assessment. This study aims at investigating the relationship between AFL and English learning motivation at university level as well as students’ perceptions of this kind of assessment in a blended learning course. Blended learning combines the advantages of traditional face-to-face classroom teaching with online learning in order to provide a better learning environment. Both quantitative and qualitative method were used in the study. The quantitative data comes from two questionnaires: Assessment for Learning Questionnaire for Students which consist of Monitoring and Scaffolding part was used to investigate students’ perceptions of assessment for learning and the Motivation Subscale of Motivated Strategies for Learning Questionnaire was selected as the instrument to measure students’ motivation, which was furthered divided into value component, expectancy component and affective component. 115 university students from Hubei Province of China completed the two questionnaires. The data collected were analyzed using SPSS 22.0. Qualitative data were collected from semi-structured interviews with the selected 6 students. The results of correlation analysis show that intrinsic goal orientation and task value of value component is positively correlated with AFL. Expectancy component is positively correlated with AFL. There is no significant correlation between extrinsic goal orientation and AFL. AFL is not significantly associated with test anxiety. Both monitoring and scaffolding factors contribute to the increase of students’ motivation. Results of the interviews indicate that students with high language proficiency are more willing to accept AFL. It is suggested that AFL should be advocated and applied in teaching language course in China. Future studies are needed to investigate the influence of AFL on students’ learning outcome in an all-around way. Keywords: Assessment for learning; English learning motivation; University students; Blended Learning DOI: 10.7176/JEP/11-5-09 Publication date: February 29 th 2020

Highlights

Background of StudyAssessment is an indispensable part in teaching practice
Formative assessment fails to include all the assessment measures to improve students’ learning, which ushers in the emergence of assessment for learning (AFL)
Research Questions This study aims at investigating the relationship between AFL and English learning motivation at university level as well as students’ perceptions of this kind of assessment in a blended learning course

Summary

Introduction

Background of StudyAssessment is an indispensable part in teaching practice. The past 30 years have witnessed great changes of assessment system in China, which has undergone four stages, from the summative testing to formative assessment, from assessment of learning to assessment for learning (Wang Tongshun, Zhu Xiaotong & Xu Yingying., 2018).The traditional way of assessment occurred after the teaching activities, which highlighted the testing of students’ learning results. Formative assessment fails to include all the assessment measures to improve students’ learning, which ushers in the emergence of AFL. Being goal-oriented and process-oriented, AFL utilizes a variety of assessment measures to track and monitor the learning process and provides timely feedback. It happens through the whole teaching practice so as to improve the quality of teaching and learning (Wang Tongshun et al, 2018). R. (2010) pointed out metaphorically that monitoring answers the question “where are you ” and “where are you going to do” by providing the feedback of learning situation and current progress to learners while scaffolding offers the answer to the question “how to get there” by giving specific instructions and suggestions to further enhance learning efficiency

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Conclusion