On Cultivating Students' Autonomous Learning Ablity And Application Formative Assessment Into College English Teaghing

In recent years, we have witnessed a shift of emphasis in language teaching away from how to teach towards how to learn. Learner-centered as a pedagogical principle for EFL teaching is highly valued by more and more scholars. It emphasizes the value of learner autonomy and formative assessment.Formative assessment is a feasible way of developing learner autonomy and achievement in college English teaching. In this thesis, the author summarizes the"3M"function of formative assessment. That is to say, by conducting formative assessment, the teacher helps students motivate, monitor, and modify their learning. So through the"3M"function, formative assessment encourages students to take responsibility for their own learning.The purpose of this thesis is an attempt to prove the effective impact of formative assessment applied in college English teaching on cultivating and developing students'autonomous learning ability. The researcher has chosen 120 freshmen majoring Electrical Automation of Henan Polytechnic University, and divided the students into two groups, one as control group, and the other one as experimental group. During a three months experiment, formative assessment, as the research intervention, was embedded within the context of each target unit. The analysis of the data collected from questionnaires and interviews reveals that the implementation of formative assessment enhanced students'autonomous ability during the planning stage, the performance control stage and the self-reflection stage of autonomous learning. Both theory and practice outcomes prove that formative assessment is undoubtedly an effective way in cultivating students'autonomous learning abilities, as long as it is utilized properly.