Exploring EFL teachers' beliefs and practices of formative assessment in Chinese context.

Lei W, Lei Z

DOI: 10.1371/journal.pone.0333678
Published: 2025
Container: PloS one
Publisher: Not recorded
Open access: yes

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limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.

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Cite this work

BibTeX

@article{allodium:10.1371/journal.pone.0333678,
  title = {Exploring EFL teachers' beliefs and practices of formative assessment in Chinese context.},
  author = {Lei W and Lei Z},
  year = {2025},
  journal = {PloS one},
  doi = {10.1371/journal.pone.0333678},
  url = {https://doi.org/10.1371/journal.pone.0333678}
}

RIS

TY  - JOUR
TI  - Exploring EFL teachers' beliefs and practices of formative assessment in Chinese context.
AU  - Lei W
AU  - Lei Z
PY  - 2025
JO  - PloS one
DO  - 10.1371/journal.pone.0333678
UR  - https://doi.org/10.1371/journal.pone.0333678
ER  -

APA

W, L., & Z, L. (2025). Exploring EFL teachers' beliefs and practices of formative assessment in Chinese context.. PloS one. https://doi.org/10.1371/journal.pone.0333678

Source records

pubmed · retrieved 2026-11-10T18:57:30.246Z