Abstract

The study focuses on clarifying the influence of regular formative assessment of English-majored students’ reading comprehension through classroom conversations on their better English reading comprehension results as well as identifying the factors in achieving these results by explaining teachers' guiding activities and the positive effects of formative assessment through classroom conversation. The findings indicate that the students achieved better reading comprehension results and gained numerous benefits from participating in frequent formative assessment.

Keywords: Classroom conversation, english majors, formative assessment, influence, reading skills.