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idence to support theassumption. The effects of classroom assessment are important in languagelearning attitudes. If empirical findings from future studies on classroomassessment in different contexts are found to be similar to those obtained fromthis study, their theories should include the views that students should takeresponsibility for their learning outcomes. So that all teachers can make use ofthe findings in relation to the effects of assessment approach on EFL learning toavoid their own bias towards various types of classroom assessment methods,and at the same time to make teaching, learning and assessment integral to thedaily routine of classrooms in which assessment has become a habit of work.The teaching and learning process is interwoven with classroom assessment. Bycreating a system in which assessment is habitual and supportive, we increasethe probability that student will be able to improve their personal competencethroughout life.This article has also emphasized the need for teachers to use a variety oftypes of classroom assessment, especially non-threatening informal techniques,with young EFL learners However, there is no claim that these types ofassessment are without shortcomings In self-assessment, accuracy ofperceptions varies from one student to another and is usually affected bylanguage proficiency (Blanche, 1988).

5.3 Recommendations for Future Research
The present research provided empirical evidence about different use ofclassroom assessment methods in EFL teaching through an investigation oflearning attitudes towards EFL class. We hope that this will be of importance toour teaching, so we have pointed out several strategies in planning theassessment. Nevertheless, further research into the classroom assessment issuggested. The research into the effects of students’ anxiety by differentassessment methods would be useful. The results from the data have shown thesignificance and suggested that the effects exist though it hasn’t been exploredfor some reason.Although the result of this research shows possible effects of learningattitude, it should be acknowledged that this research was conducted undersome limitations. The number of the students in the sample is smaller than Iwould like, and the categories of the questionnaire are somewhat limited. Astudy of attitude of EFL learning in this limited scale might lead togeneralizations about the attitudes of college students. It is firstly suggestedthat further researches should be carried out in this area with a large and morevaried test group in order to establish the validity, students attitudes towardsEFL learning are important but changeable, it is trustful to remember that theirattitudes can be altered by the influence of other factors as well. In order toinvestigate the degree to which they have changed during the program, personalopinions about EFL learning can be solicited from students before, during, orafter the program. In addition, opinions can be elicited much later from studentswho have finished the program and gone on with their lives.In conclusion, as a result of this study, it is proposed that EFL teachers andprogram evaluation researchers should focus on what young learners are reallyinterested in, and conduct relevant methods of language program evaluation toattract their interests and stimulate their positive attitudes. As some linguistsstrongly point out, attitude plays a very important role in EFL learning.Therefore, EFL teac本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。