The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies

“Predators of Emotions”: The Role of School Assessment Policies in English Language Teachers' Emotion Labor

“…Couched within the present discussion, the teachers' resilience beliefs oriented toward ensuring assessment as complying with their personal motivation and self‐efficacy on the one hand, and being responsive to the learners' needs, on the other hand. The collective impact of such beliefs was displaying responsive practices that had positive emotion colorings and had roots in personal and pedagogical dimensions (Mansouri et al., 2021).…”

“…Before the revolution, institutions like the British Council and the Iran‐America Society actively contributed to the growth of English teaching and learning (Davari & Aghagolzadeh, 2015). However, after the revolution, ideological principles overshadowed the pre‐revolution developments and a new set of cultural‐educational cults was defined for English language education (Mansouri, Molana, & Nazari, 2021; Mirhosseini & Khodakarami, 2015). The major issue was “the perceptions of parallelism between English language and the USA and UK”, and, thus, an Islamic vision was planned to be promoted across all layers of education (Davari & Aghagolzadeh, 2015, p. 14).…”

How should teachers tackle students' boredom in the emergency online language class?

“…For instance, online class observation would be appreciated in unveiling the real conditions of student learning and teacher teaching. Qualitative studies using field or classroom observations (Tao and Gao, 2017 ; Ruan and Zheng, 2019 ; Mansouri et al, 2021 ; Zhang et al, 2022 ) have well illustrated that it is an effective way to understand the participants' real practice and complement the data that may have been missed in the interviews. Besides, data from teachers, parents as well as school administrators can be added to supplement to students' unilateral comments or complaints.…”

Language Assessment Literacy of Teachers

“…Several studies have investigated the influences of the individual factors on LAL ( Crusan et al, 2016 ; Xu and Brown, 2017 ; Afshar and Ranjbar, 2021 ) and indicated that teachers’ linguistic backgrounds, years of teaching ( Crusan et al, 2016 ), academic degrees, training experiences and fields of study ( Afshar and Ranjbar, 2021 ) can significantly affect their LAL. Regarding contextual factors, the assessment cultures in different countries ( Sultana, 2019 ; Tsagari, 2021 ), the educational landscapes and policies at the national level and the local level ( Carless, 2012 ; Gu, 2014 ; Yan et al, 2018 ), school policies ( Mansouri et al, 2021 ), institutional mandates ( Yan et al, 2018 ) and the infrastructures provided by institutions ( Firoozi et al, 2019 ) can influence teachers’ LAL in different ways.…”