A Mixed Methods Study of Assessment Literacy among Iranian EFL Reflective Instructors
Subject Areas : Journal of Applied Linguistics Studies
Mozhdeh Sultan Eshagh
1
,
Azizeh Chalak
2
*
,
Hossein Heidari Tabrizi
3
1 - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Professor of Applied Linguistics, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 - Professor of Applied Linguistics, English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Keywords: Assessment Literacy, EFL Teachers, Reflective Teachers, Reflective Teaching,
Abstract :
Reflection, a significant aspect of English teachers' progress, could support the instructors in developing their language assessment practices. However, scant attention has been given to the assessment literacy of English teachers with different reflectivity levels. This study sought to investigate assessment literacy among Iranian EFL reflective instructors. The aim is to see if any significant differences exist among high-reflective, mid-reflective, and low-reflective teachers regarding their language assessment literacy. In order to achieve this objective, a total of 235 Iranian EFL teachers were chosen using convenience sampling from different private language institutes in Iran. Two questionnaires were used to gather the quantitative data: English Language Teaching Reflection Inventory and Assessment Literacy Inventory. The results of one-way ANOVAs showed that high, mid, and low-reflective teachers significantly differed in assessment literacy. Tukey's post hoc analyses revealed that high-reflective and mid-reflective teachers outperformed their low-reflective counterparts. Moreover, 36 EFL teachers (i.e., 12 teachers from each reflective teaching group) participated in a semi-structured interview, and their results aligned with the quantitative data analysis. Finally, the findings of this study offer valuable data that can aid teachers in enhancing their language assessment literacy.
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