Teacher Engagement with Online Formative Assessment in EFL Writing during COVID-19 Pandemic: The Case of China

Autor/inn/en	Zou, Min; Kong, Delin; Lee, Icy
Titel	Teacher Engagement with Online Formative Assessment in EFL Writing during COVID-19 Pandemic: The Case of China
Quelle	In: Asia-Pacific Education Researcher, 30 (2021) 6, S.487-498 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kong, Delin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00593-7
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Formative Evaluation; Computer Assisted Testing; Writing Instruction; Writing Teachers; COVID-19; Pandemics; College Faculty; Teacher Characteristics; Teacher Attitudes; Beliefs; Technological Literacy; Teaching Experience; Context Effect; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schreibunterricht; Fakultät; Lehrerverhalten; Belief; Glaube; Technisches Wissen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01