Exploring the language assessment literacy of Turkish in-service EFL teachers

Ballıdağ, Sezgin; Karagül, Banu İnan

doi:10.31795/baunsobed.909953

Cited by 3 publications

(8 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In Item K17, the respondents’ overpreparation might be attributable to ample resources on CALL, MALL and media-based instruction during their undergraduate studies. Analogously, Item K18 showcased respondents’ proficiency in syllabus design and curriculum development, consistent with Ballidag and İnan-Karagul’s (2021) findings as corroborated by existing literature.…”

Section: Discussion Of Key Findingssupporting

confidence: 88%

“…Item K19’s underpreparation could arise from the respondents’ limited exposure to monitoring their teaching aligned with classroom practices before, during and after the course. Paradoxically, this item, holding significant importance in the knowledge area, diverges from Ballidag and İnan-Karagul’s (2021) study, underscoring the need to scrutinize teachers’ knowledge and skills for alignment with practical classroom scenarios.…”

Section: Discussion Of Key Findingsmentioning

confidence: 99%

“…Consequently, teachers are required to be adequately prepared in terms of vocationally focused teacher training/development, encompassing all pedagogical domains. This is essential, as the caliber of educational service, inclusive of language teaching methodology, is chiefly influenced by the depth and quality of teachers' knowledge and skills (Ballidag and _ Inan-Karagul, 2021). A study undertaken by Norouzinia et al (2016) pursued an investigation into students' perceptions and anticipations concerning the quality of educational services across five dimensions: assurance, responsiveness, empathy, reliability and tangibles.…”

Section: Empirical Gap Studies On Language Teaching Methodologymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study

Javadi,

Sarkhosh

2023

QAE

View full text Add to dashboard Cite

Purpose This study aims to investigate the perceptions of Iranian English teachers about their teaching efficiency through a specific practicum course, namely, language teaching methodology. Drawing on a marketing education perspective, the researchers sought to measure the service quality offered in universities by examining teachers’ satisfaction with the curriculum. Design/methodology/approach Using quantitative gap analysis, the study evaluated the knowledge and skills of teachers in their preservice education regarding the perceived importance of knowledge and skills required in practice. The study involved 120 English as a foreign language teachers holding a BA degree from two universities in Iran, each with two to four years of teaching experience in the private sector. Data were collected using a 40-item semantic differential Likert scale developed by the researchers. The scale incorporated two components that assessed teachers’ perceived importance of knowledge and skills and their preservice educational preparation. Findings The findings revealed that most participants were overprepared in various items. However, there were some gaps in content knowledge and skills. Reasons for these gaps mainly included having adequate experience of and/or familiarity with course content, having completed relevant courses beforehand and imitating role model teachers. Teachers’ underpreparation was attributed to their lack of preparation in some specific subjects due to limited skill, practice, motivation, experience and familiarity with that content area. Originality/value This study explores the perceived knowledge and skills of Iranian English teachers and provides empirical insights into higher education service quality and customer satisfaction.

show abstract

Section: Discussion Of Key Findingssupporting

confidence: 88%

Section: Discussion Of Key Findingsmentioning

confidence: 99%

Section: Empirical Gap Studies On Language Teaching Methodologymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study

Javadi,

Sarkhosh

2023

QAE

View full text Add to dashboard Cite

show abstract

“…It can be inferred from the statement that a test has the purpose of measuring the test takers' ability or competence level in a given domain and their capacity for non-test language use. The second main use of language tests is to refer to them when making decisions based on what is inferred from test scores (Ballıdağ & Karagül, 2021;Bachman & Palmer, 1996;Coombs et al, 2018;Heaton, 1990;Hughes, 2010;Luoma, 2001). The decisions are for selection, diagnosis, placement, progress, grading, certification, and employment purposes.…”

Section: Introductionmentioning

confidence: 99%

Mapping Teacher Produced Tests to a Usefulness Model

Dogan

2023

Int. J. of Cont. Edu. Res.

View full text Add to dashboard Cite

Tests are designed as an integral part of the teaching process, necessarily including stakeholders from the onset of preparations to grade allocation, the administration of the test, and the interpretation of the results. The process commences with selecting content to evaluate, deciding upon the skills to be tested, and to meet course objectives (Giraldo & Murcia Quintero, 2019; O’Louglin, 2013; Vogt and Tsagari, 2014). Several questions arise in terms of how to standardize the development process and to evaluate their usefulness. Typically: What is the best test for our context? What does this test actually test?, What relevant information does the test provide?, How does this test affect teaching and learning behavior? and In what ways is the test useful?. Although each language program’s particular needs may differ, the answers given to the questions above provide a basis for institutional decisions. None are set in stone and at their root is the critical role testing plays in facilitating what gets learned. The current study initiated action to develop and analyze an achievement test specifically designed for a compulsory A1 level English course delivered to all freshmen students enrolled in Turkish-medium departments at state universities across Türkiye. 150 students who are enrolled in several undergraduate programs at the Faculty of Education at a state university constituted the universe of the study. The researcher analyzed the test after administration and mapped the qualities according to a test usefulness model aiming to address the research gap regarding quality teacher produced tests.

show abstract

Exploring Language Assessment Knowledge of In-Service English Language Teachers in K-12 Context

SATGUN,

AŞIK

2023

Journal of Teacher Education and Lifelong Learning

View full text Add to dashboard Cite

Language Assessment Literacy (LAL) is recognized as a crucial literacy skill that English language teachers should continually enhance. More research is needed to investigate the levels of LAL and Language Assessment Knowledge (LAK) of language teachers in a variety of different contexts. Notably, there is a scarcity of studies within the K-12 contexts in the existing literature. In response to this gap, the present study delves into the LAL levels of in-service English teachers within the K-12 educational context in Türkiye. The data were collected with the Language Assessment Knowledge Scale (LAKS) from 202 in-service English teachers working at primary, middle, and high school levels. The results of the analyses revealed that the teachers’ LAK in general was notably high. The teachers’ knowledge level in assessing reading and speaking was significantly high while they had significantly lower levels of knowledge in assessing writing and listening. Regarding the effect of the demographic factors on LAK, no significant difference was found. Based on the results, pedagogical implications are made for the teachers and policy makers.

show abstract

Exploring the language assessment literacy of Turkish in-service EFL teachers

Cited by 3 publications

References 16 publications

Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study

Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study

Mapping Teacher Produced Tests to a Usefulness Model

Exploring Language Assessment Knowledge of In-Service English Language Teachers in K-12 Context

Contact Info

Product

Resources

About