Writing Assessment Literacy in an EFL Context: Insights from Iraqi Kurdish Teachers
سال انتشار: 1403
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 123
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شناسه ملی سند علمی:
JR_AREUIT-13-1_006
تاریخ نمایه سازی: 18 تیر 1403
چکیده مقاله:
Assessing learners’ writing is one of the primary responsibilities of English language teachers. Nevertheless, research on teachers’ writing assessment literacy (WAL) is scarce. To this end, this study a) explored Iraqi Kurdish EFL teachers’ writing assessment knowledge, beliefs, and practices and b) examined assessment strategies they employ to assess learners’ writing ability and the feedback they provide on learners’ writing performance. Data were collected from language teachers in the Kurdistan Region of Iraq (N=۸۰), who taught at universities, institutes, and schools, utilizing a modified version of the WAL questionnaire consisting of five sections, including teachers’ demographic information, assessment strategies, knowledge of WAL, beliefs about WAL, and practices concerning WAL. Semi-structured interviews were conducted with a group of volunteer teachers (N=۱۰). The findings highlighted teachers’ insufficient knowledge of writing assessments. A significant mismatch was found between teachers’ stated beliefs and their practices in the use of formative and summative assessment. The teachers had positive beliefs toward formative assessment; however, they preferred using summative assessment. The qualitative findings further pointed to a significant knowledge gap among teachers regarding specific terminologies, such as formative and summative assessment, as well as scoring rubrics. Finally, the results indicated that teachers used various feedback types to improve learners’ writing skills. The findings emphasize the need to improve teachers’ writing assessment literacy in order to bridge the gap between teachers’ beliefs and their practices of writing assessment.
کلیدواژه ها:
Assessment Strategies ، Feedback practices ، Language Assessment Literacy ، EFL Writing ، Teachers’ Cognition ، Teachers’ Writing Assessment Literacy
نویسندگان
Avin Ali
Ph.D. Candidate in TEFL, Department of English, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran
Shiva Kaivanpanah
Associate Professor of Applied Linguistics, Department of English, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran
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