How Secondary English Teachers Employ Formative Assessment and Feedback to Scaffold Students' Odyssey in English Learning
Introduction: The practice of formative assessment and feedback to scaffold student learning in secondary school English classrooms is either neglected or underestimated in the literature. Purpose: This study reports how secondary English teachers reflect on their practice of formative assessmen...
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| Format: | Article |
| Language: | English |
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National Research University Higher School of Economics
2025-06-01
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| Series: | Journal of Language and Education |
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| Online Access: | https://jle.hse.ru/article/view/19854 |
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| author | Kesh Rana Karna Rana |
| author_facet | Kesh Rana Karna Rana |
| author_sort | Kesh Rana |
| collection | DOAJ |
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Introduction: The practice of formative assessment and feedback to scaffold student learning in secondary school English classrooms is either neglected or underestimated in the literature.
Purpose: This study reports how secondary English teachers reflect on their practice of formative assessment and feedback in English language teaching. It examines the nexus that teachers make between formative assessments and continuous feedback to promote students' learning.
Method: A semi-structured interview was employed to investigate the teachers' implementation of formative assessment and strategies for giving feedback to students' English learning activities. Classroom observation explored how teachers provided immediate feedback to students' classroom activities. This article examines the data through Lajoie's scaffolding framework.
Results: Findings indicate that teachers' continuous feedback to students' English learning activities and frequent language assessments have become effective in promoting students' English language learning. Despite the limited training they receive, teachers' motivation to learn innovative teaching techniques is crucial for connecting formative assessments with students' English language learning.
Conclusion: The article aims to contribute to the practical understanding of the potentially significant roles of continuous feedback and formative assessment in foreign or second language teaching and learning. It further contributes to the ways the English language is taught in similar contexts.
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| format | Article |
| id | doaj-art-50bcfa16ae864212909a364fd5fc680b |
| institution | DOAJ |
| issn | 2411-7390 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | National Research University Higher School of Economics |
| record_format | Article |
| series | Journal of Language and Education |
| spelling | doaj-art-50bcfa16ae864212909a364fd5fc680b2025-08-20T03:16:43ZengNational Research University Higher School of EconomicsJournal of Language and Education2411-73902025-06-0111210.17323/jle.2025.19854How Secondary English Teachers Employ Formative Assessment and Feedback to Scaffold Students' Odyssey in English LearningKesh Rana0Karna Rana1Nepal Open University, Lalitpur, NepalCrown Institute of Studies, Auckland & Lincoln University, Lincoln, New Zealand Introduction: The practice of formative assessment and feedback to scaffold student learning in secondary school English classrooms is either neglected or underestimated in the literature. Purpose: This study reports how secondary English teachers reflect on their practice of formative assessment and feedback in English language teaching. It examines the nexus that teachers make between formative assessments and continuous feedback to promote students' learning. Method: A semi-structured interview was employed to investigate the teachers' implementation of formative assessment and strategies for giving feedback to students' English learning activities. Classroom observation explored how teachers provided immediate feedback to students' classroom activities. This article examines the data through Lajoie's scaffolding framework. Results: Findings indicate that teachers' continuous feedback to students' English learning activities and frequent language assessments have become effective in promoting students' English language learning. Despite the limited training they receive, teachers' motivation to learn innovative teaching techniques is crucial for connecting formative assessments with students' English language learning. Conclusion: The article aims to contribute to the practical understanding of the potentially significant roles of continuous feedback and formative assessment in foreign or second language teaching and learning. It further contributes to the ways the English language is taught in similar contexts. https://jle.hse.ru/article/view/19854formative assessmentfeedbackscaffoldingELTcase study |
| spellingShingle | Kesh Rana Karna Rana How Secondary English Teachers Employ Formative Assessment and Feedback to Scaffold Students' Odyssey in English Learning Journal of Language and Education formative assessment feedback scaffolding ELT case study |
| title | How Secondary English Teachers Employ Formative Assessment and Feedback to Scaffold Students' Odyssey in English Learning |
| title_full | How Secondary English Teachers Employ Formative Assessment and Feedback to Scaffold Students' Odyssey in English Learning |
| title_fullStr | How Secondary English Teachers Employ Formative Assessment and Feedback to Scaffold Students' Odyssey in English Learning |
| title_full_unstemmed | How Secondary English Teachers Employ Formative Assessment and Feedback to Scaffold Students' Odyssey in English Learning |
| title_short | How Secondary English Teachers Employ Formative Assessment and Feedback to Scaffold Students' Odyssey in English Learning |
| title_sort | how secondary english teachers employ formative assessment and feedback to scaffold students odyssey in english learning |
| topic | formative assessment feedback scaffolding ELT case study |
| url | https://jle.hse.ru/article/view/19854 |
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