Abstract: With the advancement of globalization, the quality of business English teaching significantly impacts students' future workplace competitiveness. This study focuses on the theory of formative assessment in business English classroom teaching, aiming to explore how to comprehensively and dynamically evaluate students' learning processes through formative assessment to improve teaching quality. By systematically reviewing relevant research at home and abroad, this article constructs a theoretical framework for formative assessment in business English classroom teaching and elaborates in detail on the definition, characteristics, principles, and specific implementation methods of formative assessment. The research finds that formative assessment can provide real-time feedback on students' learning status, help teachers adjust teaching strategies, and stimulate students' self-learning and reflective abilities. In practical applications, various evaluation methods, such as observation, feedback, self-evaluation, and peer evaluation, complement each other, forming a relatively complete evaluation system. Additionally, the study points out that the current evaluation system needs to strengthen systematic construction, enrich the diversity of evaluation methods, and increase training efforts for teachers. With the continuous updating of educational concepts, formative evaluation of business English classroom teaching will play a greater role in improving teaching quality and promoting students' comprehensive development.

Keywords: Business English classroom teaching, Formative evaluation, Evaluation system, Self-directed learning, Reflective ability, Innovation in teaching methods.

Title: Formative Assessment Theory in Business English Classroom Teaching

Author: Guo Nyuhuan

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 11, Issue 4, July 2024 - August 2024

Page No: 12-20

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 27-July-2024

Abstract: The purpose of this study was to examine the job satisfaction of 60 private college lecturers from two Bornean states of Malaysia, by administering the Job Satisfaction Survey. A Mann-Whitney U test was used to determine if any significant gender differences, while a Kruskal-Wallis H test was used to determine if any significant age and experiential differences existed in the job satisfaction of college lecturers.  Significant age differences were found in the domain of coworkers, while significant experiential differences were found in the domains of benefits and coworkers.  Additionally, Wilcoxon signed-rank test using a test value of 4.0 revealed that eight out of the nine factors of job satisfaction in terms of agreement/disagreement were significant. Mean scores on all nine factors were low, indicating that lecturers experienced low job satisfaction.  In light of the findings, several recommendations were made to improve the job satisfaction of private college lecturers.  

Keywords:  Job satisfaction, Malaysian private college lecturers.

Title: An Investigation into the Job Satisfaction among Private College Lecturers in Malaysia

Author: Fung Lan Yong, Feona Albert, Loreta Ling Ling Uie, Ming Ha Lee, Melinda Kong

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 11, Issue 4, July 2024 - August 2024

Page No: 1-11

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 25-July-2024