An Empirical Study of Foreign Language Reading Based on Formative Assessment Teaching Model

DOI

10.2991/assehr.k.210609.023How to use a DOI?

Keywords

Formative evaluation, Foreign language reading, Curriculum teaching, Autonomous learning ability

Abstract

This paper explores the influence of formative assessment based teaching mode on the improvement of students’ foreign language reading ability. Through 36-week classroom experiments, it is shown that students’ learning motivation and self-reflection consciousness are strengthened. The frequency of students using various reading strategies increases, and their reading scores improve gradually. The students’ non-intellectual factors are developed. The research proves that the formative assessment teaching model is helpful to improve students’ foreign language reading ability and plays a positive role in promoting college foreign language reading teaching.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Mai Tong
AU  - Zhao xinxia
PY  - 2021
DA  - 2021/06/10
TI  - An Empirical Study of Foreign Language Reading Based on Formative Assessment Teaching Model
BT  - Proceedings of the 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021)
PB  - Atlantis Press
SP  - 112
EP  - 116
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210609.023
DO  - 10.2991/assehr.k.210609.023
ID  - Tong2021
ER  -