Exploring the Impact of Reflection-for-Action on Iranian EFL Teachers' Language Assessment Literacy
Mozhdeh Sultan Eshagh
1
(
English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
Azizeh Chalak
2
(
Associate Professor, Department of English, Islamic Azad University, Isfahan (Khorasgan Branch), Iran
)
Hossein Heidari Tabrizi
3
(
Associate Professor, Department of English, Islamic Azad University, Isfahan (Khorasgan Branch), Iran
)
Keywords: English as a Foreign Language (EFL), Language Assessment Literacy (LAL), Reflection-for-action, Teacher professional development, Test interpretation.,
Abstract :
In the realm of language education, the efficacy of reflection-for-action on the enhancement of Language Assessment Literacy (LAL) among teachers is crucial. LAL, signifying the capability of educators to craft, manage, and decipher language tests, is an integral component of effective pedagogy. This study dives deep into its impact on English as Foreign Language (EFL) teachers in Iran. Embracing a rigorous pretest-treatment-posttest framework, the research engaged 60 EFL educators from two renowned language institutions in central Iran. These educators were systematically segmented into experimental and control factions. Employing a meticulously crafted LAL inventory, alterations in educators' literacy were gauged. Encouragingly, both clusters highlighted an upswing in post-test scores. However, it was discernible that reflection-for-action had a more pronounced positive influence on the experimental group, especially in realms such as "Administering, Scoring, and Interpreting the Results of Assessment" and "Using Results of Assessment for Grading". Conversely, it had a minimal effect on "Recognizing Unethical Methods of Assessment. These revelations not only accentuate the potency of reflection-for-action in amplifying LAL but also illuminate pathways for the evolution of professional refinement strategies for language pedagogues.
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