Using formative assessment to activate Chinese ‘quiet students’ in English learn
Using formative assessment to activate Chinese ‘quiet students’ in English learning
Zhuo Li
What is the idea?
Attracted by the global marketplace, universities in western countries have been recruiting international students at an unprecedented speed, and Chinese students have made up the largest percentage compared to students of other nationalities. Many Chinese students are quiet and reserved in academic discussion, which can be a challenge for those teachers who are familiar with using participative teaching methods. This short chapter explores the use of formative assessments within a Chinese university context to activate quiet students.
Why this idea?
Before exploring effective ways to activate quiet students, it is necessary to know the factors that cause Chinese students’ reservations to participate in class.
Students’ willingness to communicate is closely affected by their country’s culture.
To many Chinese, the concept that “quiet is golden” serves as armour to protect them from troubles. Furthermore, because of the Confucian teaching tradition, many Chinese students are afraid to ask teachers questions because it is perceived as a challenge to the teachers’ authority. They believe that remaining silent and occupied with taking notes in class is the best approach to being a good student.
Language proficiency also hinders Chinese students’ willingness to communicate.
The second reason that Chinese students remain quiet in class is a lack of language proficiency.
Because they are scared to make mistakes, most Chinese students with inferior proficiency avoid losing face by staying mute. This is considerably worse in Western colleges where Chinese students are surrounded by fluent English speakers. They undergo both culture shock and teaching-culture shock, which further disincentives them from contributing.
Many shy students are still motivated
Apart from the two previously mentioned qualities, the third group of silent students are introverted. They keep quiet merely because they are too shy to participate. When this group of students’ instrumental motivation is triggered, they can modify themselves actively in learning. They will, for example, open their mouths and raise their hands if they believe they would benefit from, say, a high grade for their active performances. As a result, a clear assessment checklist requiring class involvement and interaction may assist in driving individuals to participate in classroom learning.
Formative evaluation can bring numerous benefits for breaking the quiet class phenomena.
Meidasari (2015) states that the main reason for assessment is to “inform teaching and to promote and encourage learning—to promote optimal individual growth” (p. 228). With carefully considered assessment objectives, students have a clearer idea of what they are required to learn and what they need to improve. In turn, in-class assessments allow teachers to get data about the students’ performance so that they can adapt their