The Role of Formative Assessment in Enhancing Teaching and Learning in Chinese University EFL Classrooms: A Qualitative Case Study
Abstract
Formative assessment has increasingly been recognized as an effective pedagogical approach for promoting student learning and improving teaching practices. Unlike traditional summative assessment, formative assessment emphasizes continuous feedback, learner participation, and instructional adaptation throughout the learning process. In English as a Foreign Language (EFL) education, formative assessment is particularly important because language learning requires sustained practice, reflection, and interaction. This study investigates the role of formative assessment in enhancing teaching and learning in a Chinese university EFL classes. Guided by the theoretical perspectives of Laveault and Allal (2016), Luckesi (2014), and Guerra (2017), the study adopted a qualitative case study design. Data were collected through semi-structured interviews with one university EFL teacher and ten first-year undergraduate students. The interview data were analyzed using thematic analysis. Four major themes emerged from the findings: enhancement of learning motivation and engagement, promotion of learner autonomy and self-regulation, improvement of teaching practices through feedback, and development of a collaborative learning environment. The findings indicate that formative assessment contributes positively to students’ language learning experiences while enabling teachers to make informed instructional decisions. Based on the findings, formative assessment serves as an effective pedagogical tool for fostering student-centered learning and improving educational quality in Chinese university EFL classrooms.