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Writing Assessment Literacy in EFL Context: Insights from Iraqi Kurdish Teachers
|Applied Research on English Language
|مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 23 بهمن 1402
|نوع مقاله: Research Article
|شناسه دیجیتال (DOI): 10.22108/are.2024.140081.2205
|Avin Abdullah Ali؛ Shiva Kaivanpanah*
|Department of English, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran.
|Abstract: 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’ performance. Data were collected from language teachers in the Kurdistan Region of Iraq (N=80), 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=10). The findings highlighted teachers’ insufficient knowledge of writing assessments. It was found that there was a mismatch between teachers’ stated beliefs and their practices in the use of formative and summative assessment methods. The teachers had positive beliefs toward formative assessment; however, they still preferred using summative assessment activities. The qualitative findings further pointed to a significant knowledge gap among teachers regarding specific terminologies, such as formative and summative assessments, as well as scoring rubrics. Finally, the results indicated that teachers used various feedback techniques to improve learners’ writing skills. The findings emphasise the need to improve teachers’ writing assessment literacy to bridge the gap between teachers’ theoretical beliefs and their actual practices.
|Assessment Strategies, Feedback types, Language Assessment Literacy, L2 Writing, Teacher&rsquo؛ s Cognition, Teacher&rsquo؛ s Writing Assessment Literacy
تعداد مشاهده مقاله: 31