Declarafion
Acknowledgements
Abstract
Table of Contents
List of Tables
Chapter One Introduction
1.1 General description of the study
1.2 Motivations for the study
1.3 Significance of the study
1.4 Overall structure of this thesis
Chapter Two Literature Review
2.1 Key terms of this study
2.1.1 Autonomous learning
2.1.2 Formative assessment
2.2 Theoretical bases of this study
2.2.1 Constructivism Theory
2.2.2 Humanistic Theory
2.2.3 Attribution Theory
2.2.4 Multi-intelligence Theory
2.3 Previous studies on formative assessment and autonomous learning
2.3.1 The relationship between formative assessment and autonomous learning
2.3.2 Previous studies on formative assessment and autonomous learning
2.3.3 Comments on previous studies
Chapter Three Methodology
3.1 Research questions
3.2 Research design
3.2.1 Quantitative research design
3.2.2 Qualitative research design
Chapter Four Results and Discussions
4.1 Results and discussions of the participants’ English autonomous learning ability before the experiment
4.2 Results and discussions of the participants’ English autonomous learning ability after the experiment
4.3 Discussions of the effects of formative assessment on participants’ English learning behaviors
4.3.1 Effects of formative assessment on learning attitudes and confidence
4.3.2 Effects of formative assessment on making plans and guiding to use extra learning resources
4.3.3 Effects of formative assessment on learning habits and learning strategies
4.3.4 Effects of formative assessment on self-monitoring and self-evaluation
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.2.1 Pedagogical implications for teachers
5.2.2 Pedagogical implications for students
5.3 Limitations and suggestions for further research
References
Appendixes
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
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