Teacher Engagement with Online Formative Assessment in EFL Writing During COVID-19 Pandemic: The Case of China
نویسندگان
چکیده
Although previous studies have examined the impact of online formative assessment on second language learners’ writing development, scant attention has been paid to how teachers engage with and influencing factors. By exploring three English-as-a-foreign-language (EFL) teachers’ engagement during COVID-19 in universities China, qualitative case study identified types teacher engagement: disturbing, auxiliary, integral, embodied by their varied emotional, physical-cognitive, social investment use information communication technology assessment. These individualized engagements were primarily influenced beliefs, digital literacies, learning/teaching experiences, mediated relevant contextual technological Implications are provided for supporting EFL
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ژورنال
عنوان ژورنال: Asia-pacific Education Researcher
سال: 2021
ISSN: ['2243-7908', '0119-5646']
DOI: https://doi.org/10.1007/s40299-021-00593-7