Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning

System

Volumn 81, Issue , 2019, Pages 39-49

  Xiao, Yangyu ^a   Yang, Min ^b  

^a THE CHINESE UNIVERSITY OF HONG KONG   (China)

^b THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

English language learning; Feedback; Formative assessment; Secondary school students; Self regulated learning

Indexed keywords

EID: 85060942618     PISSN: 0346251X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.system.2019.01.004     Document Type: Article

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