The surge of globalisation and the recognition of English as a lingua franca have propelled the worldwide advancement of English as a foreign language (EFL) education. Formative assessment can support the English language teaching and learning in classroom settings. This systematic review critically analyses recent research on formative assessment within K-12 EFL education, underscoring its substantial role in enhancing teaching efficacy and student outcomes. Specifically, it addresses three key aspects: the beliefs, perceptions and literacy of teachers and students regarding formative assessment, the effectiveness of different assessment practices on learners’ performance and the contextual challenges in implementing these strategies. A comprehensive analysis of qualitative and quantitative studies reveals that the attitudes of teachers and students considerably influence the effectiveness of formative assessment. Innovative methods, such as technology-assisted and peer assessments, show promise in enhancing learner outcomes. However, the education system and cultural contexts present persistent challenges in implementing formative assessment in EFL classes. The findings highlight the importance of ensuring professional training for educators and raising student awareness regarding the benefits of formative assessment. This study emphasises the need for aligning adaptable assessment practices with diverse educational environments and calls for a closer integration of theoretical and practical approaches in EFL education. Moreover, this review provides valuable insights into formative assessment strategies in EFL learning, offering guidance for educators, policymakers and stakeholders in language education.

This quasi-experimental study examines the impact of the production-oriented approach (POA) on the L2 Motivational Self System (L2MSS) of Chinese college students and their English achievement. Conducted over 8 weeks in four classes ( N = 108) at a public university in Shandong Province, the study compares two experimental groups exposed to POA-based instruction with two control groups following traditional teaching methods. Data were collected via a validated 40-item L2MSS questionnaire and three English achievement tests administered in Weeks 1, 4, and 8. Statistical analyses, including independent t -tests, analysis of covariance (ANCOVA), and multivariate analysis of covariance (MANCOVA), revealed that POA significantly enhanced students’ overall second-language (L2) motivation and English achievement, with the most consistent improvements observed in the ideal L2 self and the L2 learning experience, whereas the ought-to L2 self showed comparatively smaller change.

This paper studies the temporal distribution, author collaboration, research hotspots, theme clustering, and research changes and trends based on 516 CNKI literature in the field of Production-Oriented Approach (POA) for college English in China from 2015 to 2024. It reveals that research on the Production-Oriented Approach for College English in China from 2015 to 2024 can be divided into the Initial Fast Exploration Stage (2015–2017), Fast Development Stage (2018–2021), and Sustainable Development Stage (2022–2024). High-frequency keywords such as college English teaching, college English writing, blended teaching, teaching assessment, etc. are hotspots for current scholars' attention. The themes of research on the POA of college English in China mainly include teaching practice and application of the Production-Oriented Approach, exploration of the Production-Oriented Approach teaching model and design, and teaching assessment of the POA. “Teaching Reform,” “Blended Teaching," and “Teacher-Student Collaborative Assessment” are the current research frontier issues in the development of a Production-Oriented Approach for college English in China. Overall, the POA represents a significant advancement in China's college English teaching field. Its emphasis on integrating language learning with practical application and whole-person education addresses many of the shortcomings of traditional college English language teaching. To improve teaching development in the reform of POA for college English and to better prepare Chinese students for international communication, future research should prioritize themes such as investigating how digital tools and online platforms in education can enhance the implementation of POA and innovative approaches to teacher education that align with POA principles.

In the context of economic globalization and the advancement of science and technology, English has emerged as the predominant language for international communication. In 2020, the Chinese Ministry of Education issued “College English Teaching Guide” and emphasized the role of modern educational technology in assessing students’ learning and enhancing their outcomes. It advocated for the creation of online interactive learning platforms by universities to facilitate teaching, tutoring, practice, feedback, assessment, and other educational aspects, enabling students to learn anytime and anywhere. In response, an increasing number of Chinese universities have started implementing online platforms for formative assessment. This qualitative study explores the perceptions of university-level English as a Foreign Language (EFL) students in China regarding online formative assessments, utilizing the Xuexitong platform. Through semi-structured interviews with 12 participants, the study investigates how these assessments impact learning, engagement, and student challenges. Findings indicate that students perceive online formative assessments as less stressful and more engaging compared to traditional methods, appreciating the immediate feedback and interactive elements. However, challenges such as technical issues and grading fairness are highlighted, affecting the learning experience. The study suggests enhancements in technical support, fair grading practices, and personalized assessment strategies to improve the effectiveness and fairness of online formative assessments in EFL contexts. Future research should focus on optimizing online assessment methods to better support EFL learning outcomes.

As generative artificial intelligence (Gen AI) tools become increasingly integrated into language education, understanding how learners respond to AI-generated feedback during writing revision has become an important research concern. Existing studies have primarily examined the effects of AI on writing performance, with less attention to learners’ reported decision-making and reflection during revision. This qualitative study investigated learner-AI interaction, reported revision practices and learner perceptions among 18 first-year non-English-major students enrolled in a university EFL writing course. Data were collected through semi-structured interviews following a Gen AI-assisted revision task and analysed using thematic analysis. The findings identified three interaction patterns with Gen AI: passive AI reliance, adaptive AI engagement, metacognitive AI engagement. Participants differed in how they evaluated and used AI-generated feedback, including passive acceptance, selective uptake, and critical evaluation. Some reported increased confidence, motivation, and awareness of linguistic form, whereas others expressed concerns about overreliance, authorship, and loss of personal voice. These self-reported experiences provide insight into how EFL learners perceive and manage GenAI-assisted revision, highlighting the need for pedagogical approaches that foster critical AI literacy and reflective learner autonomy.