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Self-assessment and motivational beliefs: applying CSE scales into a Chinese tertiary EFL self-regulated learning course.

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Title: Self-assessment and motivational beliefs: applying CSE scales into a Chinese tertiary EFL self-regulated learning course.
Authors: He, Niannian1,2 hnn929@126.com, Mou, Chao1,3 chao_m@bjfu.com, Zhang, Fan1 zhangfan_929@bjfu.edu.cn, Li, Zhi1 bfsulizhi@126.com, Cao, Rongping1 caorongping@bjfu.edu.cn
Source: Language Testing in Asia. 10/9/2025, Vol. 15 Issue 1, p1-20. 20p.
Subject Terms: *English language ability testing, *English language education, *Foreign language education, *Educational standards
Geographic Terms: China
Abstract: China's Standards of English Language Ability (CSE) is the country's first standard reference for English learning, teaching, and assessment. This study aims to implement the CSE scales as a formative assessment tool into an online self-regulated listening course and investigates the scales' effects on students' motivational beliefs (task value beliefs, control of learning beliefs, and test anxiety). Two hundred and thirty first-year college EFL learners participated in the experiment. The eight-week CSE self-assessment intervention found no predictive effects of three factors of the scales, i.e., Listening for Gist, Listening for Details, or Connecting and Synthesizing Information on the experiment group's motivational beliefs. Follow-up interviews indicated that self-assessment implementation fostered students' positive emotions, enhanced metacognitive knowledge, promoted goal-setting and monitoring, and supported habit formation in the online listening courses. The study suggests incorporating structured self-assessment interventions and peer-regulation strategies into pedagogical practices. [ABSTRACT FROM AUTHOR]
Copyright of Language Testing in Asia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Self-assessment and motivational beliefs: applying CSE scales into a Chinese tertiary EFL self-regulated learning course.
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  Data: <searchLink fieldCode="JN" term="%22Language+Testing+in+Asia%22">Language Testing in Asia</searchLink>. 10/9/2025, Vol. 15 Issue 1, p1-20. 20p.
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  Data: China's Standards of English Language Ability (CSE) is the country's first standard reference for English learning, teaching, and assessment. This study aims to implement the CSE scales as a formative assessment tool into an online self-regulated listening course and investigates the scales' effects on students' motivational beliefs (task value beliefs, control of learning beliefs, and test anxiety). Two hundred and thirty first-year college EFL learners participated in the experiment. The eight-week CSE self-assessment intervention found no predictive effects of three factors of the scales, i.e., Listening for Gist, Listening for Details, or Connecting and Synthesizing Information on the experiment group's motivational beliefs. Follow-up interviews indicated that self-assessment implementation fostered students' positive emotions, enhanced metacognitive knowledge, promoted goal-setting and monitoring, and supported habit formation in the online listening courses. The study suggests incorporating structured self-assessment interventions and peer-regulation strategies into pedagogical practices. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Testing in Asia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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