TY - JOUR
T1 - Teacher Engagement with Online Formative Assessment in EFL Writing During COVID-19 Pandemic
T2 - The Case of China
AU - Zou, Min
AU - Kong, Delin
AU - Lee, Icy
N1 - Publisher Copyright:
© 2021, De La Salle University.
PY - 2021/12
Y1 - 2021/12
N2 - Although previous studies have examined the impact of online formative assessment on second language learners’ writing development, scant attention has been paid to how writing teachers engage with online formative assessment and the influencing factors. By exploring three English-as-a-foreign-language (EFL) writing teachers’ engagement with online formative assessment during COVID-19 in three universities in China, the qualitative case study identified three types of teacher engagement: disturbing, auxiliary, and integral, embodied by their varied emotional, physical-cognitive, and social investment in the formative use of information communication and technology in writing assessment. These individualized engagements were primarily influenced by teachers’ beliefs, digital literacies, and learning/teaching experiences, and mediated by relevant contextual and technological factors. Implications are provided for supporting EFL writing teachers’ engagement with online formative assessment.
AB - Although previous studies have examined the impact of online formative assessment on second language learners’ writing development, scant attention has been paid to how writing teachers engage with online formative assessment and the influencing factors. By exploring three English-as-a-foreign-language (EFL) writing teachers’ engagement with online formative assessment during COVID-19 in three universities in China, the qualitative case study identified three types of teacher engagement: disturbing, auxiliary, and integral, embodied by their varied emotional, physical-cognitive, and social investment in the formative use of information communication and technology in writing assessment. These individualized engagements were primarily influenced by teachers’ beliefs, digital literacies, and learning/teaching experiences, and mediated by relevant contextual and technological factors. Implications are provided for supporting EFL writing teachers’ engagement with online formative assessment.
KW - EFL writing
KW - Information communication and technology
KW - Online formative assessment
KW - Teacher engagement
UR - http://www.scopus.com/inward/record.url?scp=85106485229&partnerID=8YFLogxK
U2 - 10.1007/s40299-021-00593-7
DO - 10.1007/s40299-021-00593-7
M3 - Article
AN - SCOPUS:85106485229
SN - 0119-5646
VL - 30
SP - 487
EP - 498
JO - Asia-Pacific Education Researcher
JF - Asia-Pacific Education Researcher
IS - 6
ER -