PDF(Pubmed)
Abstract：
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\' engagement, speaking proficiency, and willingness to communicate. This mixed-method research study delves into the impact of Classroom-Based Assessment (CBA) on the speaking performance, engagement, and willingness to communicate of undergraduate Chinese EFL learners. The study involved 90 Chinese EFL learners in the quantitative phase and 25 in the qualitative phase. Data collection comprised three questionnaires and an interview checklist. The data analysis employed inferential statistics (t-tests) for the quantitative data and thematic analysis for the qualitative insights. The findings of this study reveal that CBA exerts a significant influence on language learners\' engagement, speaking abilities, and willingness to communicate. The quantitative results, as indicated by t-tests, indicate noteworthy improvements in these key aspects when CBA is integrated into the classroom environment. Moreover, the qualitative phase of the study, employing thematic analysis, uncovered five distinct ways through which CBA impacts the main variables under investigation. This research elucidates the multifaceted influence of CBA on undergraduate Chinese EFL learners. It not only demonstrates the quantitative impact on engagement, speaking skills, and willingness to communicate but also offers valuable qualitative insights into the diverse ways through which CBA enhances the language learning experience. These findings underscore the significance of integrating CBA into EFL classrooms as a potent tool for optimizing learner outcomes.
摘要：
CBA已成为一种突出的教学方法，旨在在教学过程中进行交织评估，有效促进学生学习。在英语作为外语（EFL）教育中，CBA获得了相当多的关注，鉴于其提高语言学习者参与度的潜力，口语熟练,和沟通的意愿。这项混合方法的研究探讨了基于课堂的评估（CBA）对口语表现的影响，订婚,以及中国本科英语学习者的交流意愿。这项研究涉及90名中国EFL学习者在定量阶段和25名在定性阶段。数据收集包括三份问卷和一份访谈清单。数据分析对定量数据采用推论统计（t检验），对定性见解采用主题分析。这项研究的结果表明，CBA对语言学习者的参与度有显著影响。说话能力,和沟通的意愿。定量结果，如t检验所示，指出当CBA融入课堂环境时，这些关键方面值得注意的改进。此外，研究的定性阶段，采用主题分析，揭示了CBA影响调查中主要变量的五种不同方式。本研究阐明了CBA对中国本科英语学习者的多方面影响。它不仅展示了对参与度的定量影响，说话技巧,和沟通的意愿，但也提供了对CBA增强语言学习体验的各种方式的有价值的定性见解。这些发现强调了将CBA整合到EFL教室作为优化学习者结果的有力工具的重要性。
