Language Assessment Literacy of a Vietnamese EFL University Lecturer: A Qualitative Case Study

The Journal of Language Teaching and Learning ™

Investigating the Role of Learner’s Autonomy in ELT Classrooms in Task-Based Learning Method

turnitin unesa1

Factors Influencing English Teachers’ Literacy in Assessment for Learning

Background:This research explores the factors influencing Assessment for Learning (AfL) literacy among senior high school English teachers in Yogyakarta, Indonesia, drawing on Alonzo's (2016) comprehensive six-dimensional framework. Examining AfL from a sociocultural viewpoint reveals the multifaceted roles of instructors as assessors, pedagogists, student partners, motivators, learners, and stakeholders (Gipps, 1999; Lave & Wenger, 1991). The expertise of teachers in assessment for learning significantly influences the quality of feedback, reflection, and educational outcomes, making assessment literacy essential for effective teaching.Methodology:This quantitative study employed a validated AfL literacy survey, derived from Alonzo (2016), and was administered to 250 English instructors within the Senior High School English Teacher Working Group in Yogyakarta. We employed Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) to investigate the dimensions of AfL literacy and to examine the influence of gender, education, experience, and institutional support on it.Findings:The results showed that educational attainment, teaching experience, and institutional support had a considerable impact on teachers' AfL literacy, while gender did not have a significant effect.  Educators with Master’s degrees and over ten years of teaching experience demonstrated enhanced literacy in assessment for learning, particularly in the roles of assessors, pedagogists, and partners with students.  Support from the institution enhanced teachers' confidence and sustained their engagement in assessment for learning practices.Conclusion:Transforming conceptual understanding into effective classroom practice requires continuous professional development, support from the school, and regular reflection on practices.Originality:This investigation extends Alonzo’s (2016) framework to the context of Indonesian EFL, systematically identifying demographic and institutional elements that affect AfL literacy, an area that has been rarely examined in educational research within Southeast Asia.

Characterizing Teachers’ Language Assessment Literacy to Design an Online Assessment Course

This article presents a qualitative case study that characterizes the language assessment literacy (LAL) of five Colombian English-language teachers to inform the design of a context-sensitive LAL course. We analyzed data from questionnaires, interviews, and institutional documents. Findings revealed that teachers’ assessment practices were partially influenced by the communicative approach. On the other hand, teachers’ challenges in assessment include assessing irrelevant criteria and the impact of administrative factors (e.g., national policies), which cause misalignments in assessment. This study emphasizes the need for an LAL course that addresses the design of communicative assessment tasks and methods and that aligns language assessment practices with institutional requirements.

Place of Global Issues in EFL Lecturers’ Teaching Agenda in Türkiye

This study examines English as a Foreign Language (EFL) lecturers’ views on integrating global issues into language teaching in Turkish higher education. Using a sequential explanatory mixed-methods design, data were collected from 414 EFL lecturers across 12 universities via a questionnaire, followed by semi-structured interviews with 29 participants. Quantitative results indicate that EFL lecturers generally support the integration of global issues into EFL instruction. While gender, age, or overall teaching experience did not yield significant differences, prior experience specifically with global-issue-based instruction emerged as a significant factor. Among the themes, environmental issues were prioritized due to their perceived familiarity and pedagogical accessibility. In contrast, language imperialism was rated as the least important theme. Qualitative findings further clarify that this reluctance toward language imperialism stems from its ideological sensitivity, despite its relevance to culture and linguistic awareness. The study concludes with practical implications for language teachers, curriculum designers, and materials developers.