外语教育中的形成性评价与自我调节学习

Formative Assessment and Self⁃Regulated Learningin Foreign Language Education

外语教育中的形成性评价与自我调节学习有着紧密的理论关联,二者已融合生成了一个新的研究领域。本文在梳理该领域的理论与实证研究时发现,多数研究基于社会认知理论和社会文化理论展开,研究内容涉及形成性评价与自我调节学习的概念联系、双向影响、融合教学应用效果、人工智能驱动下的个性化反馈以及量表开发。本文还讨论了现有研究存在的诸多局限,如对自我调节学习过程、个性化反馈涉及的人机交互调节关注不足等,并针对这些问题提出了相应建议。

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 selfregulated 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.