Assisted with innovative internet and computer techniques, we have launched a new game-based online formative assessment reform in GDUFS in recent years. Self-regulated learning (SRL) is one of the central parts of online formative assessment and well-worth an in-depth study. But it is noted that some essential issues of formative assessment remain rarely touched yet, such as the relations among the four variables of SRL motivational strategies in the game-based blended formative assessment module. Given the above question mentioned, this paper reports a case study of SRL in an online blended formative assessment module in the context of non-English-major college English learning. The intent of the present research is to exemplify how SRL, an active area in educational psychology, can help to illustrate and understand the mechanism and correlations of the variables of SRL motivational strategies in the online formative assessment environment.
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