Formative Assessment for Learning How to Learn: Exploring University Student Learning Experiences

Abstract

The push for better English as a Foreign Language (EFL) pedagogy continues in Asia. In Japan, particularly, developing self-regulated learning (SRL) skills is a major objective in the new national curriculum for primary and secondary schools. Research in education suggests the practice of formative assessment (FA) in the classroom fosters SRL skills. The importance of FA in EFL is discussed here, along with an investigation of the relationship between FA and SRL skills of Japanese university students. An examination of 118 participants measured secondary school experiences of FA practices and its connection to the development of participants’ SRL skills. Quantitative results showed that participants experienced FA practices in secondary schools, however, qualitative data showed these experiences did not sufficiently lead to the development of SRL skills to the extent of participants’ out-of-class study time. In conclusion, we recommend EFL teachers to implement more FA practices and explicit instruction of SRL skills to meet curriculum objectives of fostering the lifelong language learner.