While there is extensive literature on how classroom-based assessment (CBA) can be effectively put into practice, little is known about its implementation in L2 contexts, especially in the young English-as-a-foreignlanguage (EFL) learner context. This study endeavored to investigate teachers' CBA practices and factors that might exert influences on them. A purposive sample of three EFL teachers from two primary schools participated in this case study. Our thematic analysis revealed that the potential of CBA in supporting young EFL learners' learning had not been fulfilled. The teachers failed to clarify such objectives and success criteria to their students. Despite the use of multiple assessments, the teachers relied heavily on formal assessments, with student-involving assessments being less frequently used. Moreover, there was a heavy reliance on norm-referenced assessment and evaluative feedback. It was also found that teachers' CBA practices faced complex challenges related to teacher, student, context and system factors. Practical implications for how CBA can be effectively implemented in similar EFL contexts are discussed.

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers’ beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.

Classroom-based assessment (CBA) is an approach for learning improvement that has been advocated as having strong potential in enhancing learner autonomy of young language learners (YLLs). This study investigated Chinese primary school English as a foreign language (EFL) teachers’ beliefs about CBA, their assessment practices, and the relationship between their CBA beliefs and practices. Drawing on data from a survey of 195 Chinese primary school EFL teachers, results showed that the teachers positively believed in the value of various CBA processes, including planning assessment, collecting learning evidence, making professional judgments and providing appropriate feedback, and they also attempted to enact these assessment practices; belief-practice alignment was also identified, showing that teachers’ beliefs about CBA were significant predictors of their assessment practices. Implications are provided for promoting the implementation of CBA for YLLs in similar contexts.

Abstract. The paper aims to study a design and practice of sports injuries network consultation. According to sports injuries study and theory, combine Internet technology and module theory designed sports injuries network consultation system. This paper makes explanation on design ideas, technology crucial module and function design, working example of the system. This system can appraisal sports injuries, give treating plan, exercise and rehabilitation prescription, and provide Internet platform for sports injuries treating and counseling of students and teachers. So the system has important practice and promotion values.

With the development of computer technology, multimedia technology, communication technology in our country, there has been a new educational model of educational technology, where multimedia network teaching is a very prominent part. In this paper, on the basis background of the theory and development of multimedia network teaching, how multimedia network teaching platform promote the needs of the College Physical Education is analyzed, and related technologies applied to application is also analyzed, as well as the use of each module and Planning more related presentations. Standard multimedia network teaching platform design guidelines, it discussed design criteria for the sports disciplines multimedia online education platform, and the overall structure of the model is given.