Application Of Formative Assessment In The Learning Of College English Listening—A Metacognitive Strategy Approach

As an indispensable part in teaching activities,education evaluation is classified as formative assessment and summative assessment.Over the past decades,summative assessment has maintained a dominant position in teaching assessment system.However,in the course of summative assessment,students can't receive timely feedback,therefore it is difficult for students to find out specific problems in learning and can't correct mistakes timely.Teachers also can't have a good understanding of students' difficulties in language learning,so they can not provide relevant instructions for students' language learning.Whereas formative assessment can promote the development of language learning through timely,comprehensive and effective feedback in the process of learning.Therefore,it has gained popularity from scholars and relevant studies are increasing gradually.However,there are more theoretical discussions and introductions of foreign research results than empirical studies on formative assessment applied to college English in China nowadays,and few of them have been applied to college English listening learning.Based on this research status,this thesis conducts an empirical study on the application of formative assessment based on metacognitive strategy in the learning of college English listening to testify the following questions.1)In college English listening,can formative assessment better promote students' listening learning efficiency effectively?2)In college English listening,can formative assessment better promote students' use of metacognitive strategy effectively?3)In college English listening,can formative assessment better promote students' learning motivation,emotions and attitudes?This study takes two first-year classes of non-English majors in a university of Jiangxi Province as the research subject,and the research time is one academic year.The two classes are composed of 140 students with 70 students in each class.In the experimental class,the teacher teaches students metacognitive strategy and implements formative assessment in their learning of college English listening;in the controlled class,the teacher also teaches students metacognitive strategy,but implementing summative assessment in their learning of college English listening.The main data collection tools used in this study include tests,classroom observation,questionnaires,interview and portfolio.The major findings of the research are listed as follows:Firstly,formative assessment applied to the learning of college English listening can better promote students' listening learning efficiency.Secondly,the implementation of formative assessment in the learning of college English listening is proved to better promote students' use of metacognitive strategy effectively.Lastly,it can be concluded that the application of formative assessment in the learning of college English listening can better promote students' learning motivation,emotions and attitudes than summative assessment.