Formative Assessment and Self-Regulated Learning in Foreign Language Education
Formative assessment and self-regulated learning in foreign language education are closely related in theory and have gradually developed into a new research field.This paper reviews the theoretical and empirical studies in this field,revealing that most research in the field is based on the social cognitive theory and the sociocultural theory.The research topics in the field cover conceptual connections and bidirectional influences between formative assessment and self-regulated learning,the effectiveness of integrated instruction,AI-driven personalized feedback,as well as the development of assessment scales.The major limitations in the field are also discussed,such as inadequate attention to the process of self-regulated learning and to human-computer interactive regulation involved in personalized feedback,and corresponding suggestions are proposed accordingly.
formative assessmentself-regulated learninginteraction mechanismforeign language education