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nbsp;P  >  0.05,  we  can  come  to  the  conclusion  that  there  is  no  significant  difference between the students from two classes in using management strategies .In  the  aspect  of  the  language  learning  strategies  that  the  students  use  before  experiment, the data is shown in Table 4-2. 

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Conclusion  

In  this  chapter,  major  findings  will  be  summed  up  based  on  the  data  analyzed  from above. The implications got from the experiment will be put forward. Finally the limitations of the research and some suggestions for future study are to be presented. Formative assessment has a positive effect on the students’ learning strategies towards their  nursing  English  learning.  On  the  one  hand,  according  to  the  data  from  questionnaire about the the students’ learning strategies, there are much evident changes in English learning of  the  subjects  in  experimental  class.  Most  of  them  can  make  suitable  learning  goals  and complete  their  learning  plans.  Through  the  variety  of  assessment  for  their  strategies  of listening, speaking, reading, writing and vocabulary, the students can see their strengths and weaknesses. They can adjust their specific goals and make a detailed plan to get improvement. On  the  other  hand,  from  the  qualitative  data  of  interview  and  portfolio  about  the  students’ learning  strategies,  the  students  got  some  improvement  in  the  ability  of  self-monitoring  and self-evaluation  with  formative  assessment.  They  can  find  out  corresponding  strategies according  to  different  situations  and  adjust  their  learning  strategies.  They  can  evaluate  their learning  strategies  and  determine  whether  they  can  choose  the  right  strategies  according  to different learning tasks. Formative assessment is beneficial for the nursing students’ English learning strategies. 
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