Short-term Impact of Reflective Practices on Language Assessment Literacy Among Iranian EFL Teachers: A Mixed-Methods Study
Subject Areas :
Mozhdeh Sultan Eshagh
1
,
Azizeh Chalak
2
,
Hossein Heidari Tabrizi
3
1 - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 -
3 -
Keywords: Reflective practices, language assessment literacy, English as a Foreign Language (EFL), professional development, mixed-methods design, Iranian education, cognitive dimensions,
Abstract :
This study investigates the short-term effects of reflective practices on the language assessment literacy (LAL) of Iranian English as a Foreign Language (EFL) teachers. Drawing on a mixed-methods approach, quantitative data were collected through adapted LAL measurement tools, while qualitative insights were obtained from reflective prompts, teaching observations, and interviews. Fifty EFL teachers participated in the study, engaging in structured reflective practices over a four-week period. The results revealed significant improvements in teachers' ability to choose appropriate assessment methods, develop and interpret assessments, and use results for decision-making. However, no significant changes were observed in their ability to recognize unethical assessment methods. The findings suggest that while reflective practices can effectively enhance various dimensions of LAL, targeted interventions are necessary to address gaps in ethical assessment practices. The study highlights the importance of integrating reflective practices into teacher professional development programs and suggests avenues for future research, including the long-term effects of reflective practices and the role of technology in supporting teacher reflection.
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