Research on English Literacy Among Chinese College Students

Abstract

English is learned as a foreign language among Chinese college students. Traditionally, tests and examinations are two major approaches used to assess the achievements of English learning among students in China. Despite that the assessment based on these two approaches is effective on screening and selection, its role in monitoring education process and improving education quality is disregarded. The overall development of students’ English literacy, which includes their awareness to the differences between English and Chinese languages, their attitudes to English learning, their knowledge on English language and their competence to utilize English in authentic contexts, cannot be assessed via these two approaches. Therefore, it is of great necessity to construct a new framework of assessment covering these aspects. In this research, on the basis of the theory of educational assessment (the fourth generation) and the concept of teachers’ assessment literacy, such a framework is proposed and used to assess the level of English literacy among Chinese college students. This research intends to explore the level of English literacy among Chinese college students and the influential factors to their English literacy. This research will provide a theoretical significance as well as the practical significance to the development of assessment on English education in China.