Developing an Online Formative Assessment System for a Chinese EFL Course

Abstract

This study aims to develop an Online Formative Assessment System for a Chinese EFL course to support conducting formative assessment activities and further improving learners’ English language skills. Two questionnaire surveys were conducted on 653 participants at the end of the course to explore their attitude toward the course (ATTC) and perceptions of the system (POTS) respectively. The results showed that students held favorable attitude toward the course as it improved their language skills. Students also expressed their preference for the system in terms of its usefulness, ease of use, and their willingness for future use. Besides, stepwise regression analyses indicated consistency between students’ ATTC and their POTS.