EFL teachers’ writing assessment literacy: Surveying teachers’ knowledge, beliefs, and practises in China

Weng, Fanrong

doi:10.30827/portalin.vi40.23812

Cited by 2 publications

(1 citation statement)

References 34 publications

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“…Prior research has primarily focused on the AL of teachers and university or school administrators (Fulcher, 2012;Baker et al, 2014;Crusan et al, 2016;Weng and Shen, 2022;Weng, 2023). There has been a shift towards exploring students' AL, and researchers have attempted to define or conceptualize students' AL (Price et al, 2012;Smith et al, 2013;Butler et al, 2021).…”

Section: Student Assessment Literacymentioning

confidence: 99%

Exploring second language students’ language assessment literacy: impact on test anxiety and motivation

Weng,

Liu

2024

Front. Psychol.

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IntroductionThis research aims to investigate the impact of students’ language assessment literacy (LAL) on their cognition. The study specifically examines how different levels of LAL influence two critical factors: test anxiety and motivation to learn a second language.MethodsTo achieve the research objectives, a questionnaire was administered to a sample of 415 university students in China. The questionnaire utilized a five-point Likert scale to assess students’ levels of LAL, test anxiety, and motivation to learn a second language. Descriptive data were examined to reveal students’ proficiency in LAL, along with their levels of test anxiety and motivation. Multilevel regression analyses were performed using Mplus to investigate whether students’ LAL proficiency can predict their levels of test anxiety and motivation.ResultsThe findings indicated that the participating students had a proficiency level of approximately 60% in the content of the LAL questionnaire. The analysis further revealed the relationships between specific dimensions of LAL and both test anxiety and second language motivation. The multilevel regression analysis suggested that theoretical knowledge about language and language learning, the understanding of the impact and social value of language assessments, and the uses of assessments to enhance learning, positively predicted students’ extrinsic motivation. Furthermore, students’ understanding of the uses of assessments to learn and their theoretical knowledge about language learning were identified as positive predictors of intrinsic motivation. Additionally, it was observed that students’ LAL did not significantly predict test anxiety.DiscussionThese findings emphasize the significance of enhancing students’ LAL due to the identified relationships between LAL dimensions and motivation to learn a second language. The study suggests pedagogical implications for improving LAL, with a focus on specific dimensions that positively impact students’ motivation. The absence of a significant relationship between LAL dimensions and test anxiety prompts further exploration and consideration of additional factors influencing students’ anxiety in language assessments.

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Section: Student Assessment Literacymentioning

confidence: 99%

Exploring second language students’ language assessment literacy: impact on test anxiety and motivation

Weng,

Liu

2024

Front. Psychol.

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Writing assessment literacy and its impact on the learning of writing: A netnography focusing on Duolingo English Test examinees

Yu,

2024

Lang Test Asia

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Language assessment literacy has emerged as an important area of research within the field of language testing and assessment, garnering increasing scholarly attention. However, the existing literature on language assessment literacy primarily focuses on teachers and administrators, while students, who sit at the heart of any assessment, are somewhat neglected. Consequently, our understanding of student language assessment literacy and its impact on learning remains limited. Moreover, previous language assessment literacy research has been predominantly situated in classroom assessment contexts, and relatively little scholarly attention has been directed to large-scale testing contexts. To address these gaps, this study investigated the role of language assessment literacy in students’ learning for the writing section of the Duolingo English Test (DET) through a netnographic approach. Twenty-three online videos posted by test takers were analyzed with reference to the existing conceptualizations to examine learners’ language assessment literacy of the DET writing section. Highlighting learners’ voices, we propose a new model relating writing assessment literacy to learning which has the potential to develop the learner-centered approach in language assessment literacy research. It elucidates the internal relationships among different dimensions of students’ language assessment literacy and their impacts on the learning of writing. We, therefore, discussed the findings of this study to argue for the importance of the transparency of assessment and the opportunities to learn provided by large-scale assessments, and to call for teachers' attention to students' language assessment literacy and understanding of the writing construct.

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EFL teachers’ writing assessment literacy: Surveying teachers’ knowledge, beliefs, and practises in China

Cited by 2 publications

References 34 publications

Exploring second language students’ language assessment literacy: impact on test anxiety and motivation

Exploring second language students’ language assessment literacy: impact on test anxiety and motivation

Writing assessment literacy and its impact on the learning of writing: A netnography focusing on Duolingo English Test examinees

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