The effect of classroom-based assessment (CBA) on Chinese EFL learners’ speaking performance, engagement, and willingness to communicate: Undergraduate students' perceptions
CBA has emerged as a prominent pedagogical approach aimed at intertwining assessment within the instructional process, effectively fostering student learning. In English as a Foreign Language (EFL) education, CBA has garnered considerable attention, given its potential to enhance language learners'...
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| Format: | Artigo |
| Język: | Inglês |
| Wydane: |
Elsevier
2024-06-01
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| Seria: | Heliyon |
| Hasła przedmiotowe: | |
| Dostęp online: | http://www.sciencedirect.com/science/article/pii/S2405844024086602 |
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