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Student Views on Formative Assessment in Listening
M. J. Crawford
Dokkyo University, Japan
In this presentation, I will report the results of a preliminary questionnaire-based study that examined university-level EFL learners’ perceptions of three types of formative assessment in an academic listening course, selected-response (multiple-choice and true / false questions), oral summaries, and written summaries. Selected-response questions are widely used, but researchers have acknowledged their limitations and have suggested using alternative methods such as summarizing. However, there has only been limited research on learners’ perceptions of these alternatives. Accordingly, the results of this study should provide valuable information, in this case quantitative data from questionnaires, which can be used for improving listening instruction.