Despite increased research on formative assessment, few studies report on lecturers’ formative assessment practices in EAP.
This study will explore EAP lecturers’ inclusive formative assessment practices in Higher Education using lengthy semi-structured interviews, observations, and opportunity and snowball sampling.
It may unravel that EAP lecturers need training to develop even further their inclusive formative assessment literacy and support the increasingly diverse student cohorts in HEI in the UK due to globalisation.
The study will offer recommendations for EAP lecturers and senior leadership teams in HEIs in the UK and globally.