From the perspective of learners'situational perception,this study investigates the effects of interaction between college English assessment contexts and classroom goal structures on effective teaching(ET).The empirical results based on a sample data of 1 533 college non-English majors indicate that the perceived developmental purpose(PDP)positively predicts ET,while the perceived competitive purpose(PCP)has no predictive effect on ET.Significant interactive effects between classroom goal structures and assessment contexts are found to exert on ET.Specifically,the classroom learning goal strengthens the positive effects of PDP on ET and reverses the potential negative effects of PCP on ET;the classroom performance goal weakens the positive effects of PDP and maintains the negative effects of PCP.The results provide important pedagogical insights for EFL teachers to improve ET via subjective and objective classroom contexts.
assessment contextclassroom goal structureeffective teachingcollege English
NETL
NSTL
万方数据
