scholarly journals The Impact of EFL Teachers’ Assessment Literacy on Their Assessment Efficiency in Classroom

2019 ◽  
Vol 1 (1) ◽  
pp. 9-17
Author(s):  
Mostafa Rahimi Rad
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Lesson Plan ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Policy Makers ◽  
Efl Teachers ◽  
Literacy Knowledge ◽  
Different Dimensions ◽  
The Impact

Teachers in general and language teachers in particular are expected to assess various aspects of their teaching and learning. To achieve this, they are believed to familiar with different dimensions of assessment in general and classroom assessment in particular. Language   teaching and assessment are two interrelated notions that affect each other to a great extent.  Undoubtedly, language assessment is one of the most significant and complicated activities in the field of    language teaching. The present study investigated assessment related perception and practices of Iranian EFL teachers. As assessment literacy questionnaire was distributed to 30 Iranian EFL teachers who were selected from two branches of private language institute, three teachers with high assessment literacy knowledge and three teachers with relatively low assessment literacy based on result of assessment literacy questionnaire were interviewed.  The result of both qualitative and quantitative data indicated that EFL teachers` assessment literacy has meaningful and significant impact on Assessment efficiency   in classroom. Teachers with high assessment literacy have a structured lesson plan and also know their learners` strengths and weaknesses clearly. This study suggest language policy makers to motivate language teachers to be assessment literate.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Language Assessment Literacy for Pre-service Teachers: Course Expectations from Different Stakeholders

2018 ◽  
pp. 56-77 ◽  
Author(s):  
Frank Giraldo ◽  
Daniel Murcia
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Language Teaching ◽  
Language Assessment ◽  
Language Teachers ◽  
Theory And Practice ◽  
Assessment Literacy ◽  
Research Cycle ◽  
Development Of Language ◽  
The Impact

In the field of applied linguistics, for the past fifteen years, there have been discussions about language assessment literacy (LAL) —the knowledge, skills, and principles related to assessing language ability— (Davies, 2008; Fulcher, 2012). However, the field lacks research on the professional development of language teachers, particularly pre-service language teachers, through training in language assessment. Our paper focuses on the preliminary findings of an action research study whose goal is to identify the impact of a language assessment course for pre-service teachers in a language teaching program in a state university in Colombia. Data collection for the diagnostic stage of the action research cycle used a multiple-choice questionnaire for student needs and wants, an open questionnaire for professors, an interview with an expert, and researchers’ journals. Preliminary findings indicate that there is a need to combine theory and practice of language assessment, with an emphasis on current methodologies for language teaching, assessment in bilingual education, and local policies for assessment. The paper highlights recommendations and challenges when designing a language assessment course based on insights from existing literature and includes implications for professional development.

Exploring the Perspectives of Basic School Ghanaian Language Teachers on the Integration of ICTs in Teaching and Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 242-264
Author(s):  
Ernest Nyamekye ◽  
Daniel Baffour-Koduah ◽  
Esther Asare
Keyword(s):  
Teaching And Learning ◽  
Survey Design ◽  
Language Teaching ◽  
Language Teachers ◽  
Ict Integration ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Service Training ◽  
Basic School ◽  
Descriptive Survey

Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

2019 ◽  
Vol 21 (2) ◽  
pp. 243-259
Author(s):  
Frank Giraldo ◽  
Daniel Murcia Quintero
Keyword(s):  
Professional Development ◽  
Research Study ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Teaching Programme ◽  
Assessment Design ◽  
Development Of Language ◽  
The Impact ◽  
The Relationship

Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

scholarly journals Going 3D with Technology: An Overarching Approach for Language Teachers

2016 ◽  
Vol 18 (1) ◽  
pp. 133
Author(s):  
Jason D. Hendryx
Keyword(s):  
Higher Education ◽  
Observational Data ◽  
Language Production ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Student Interaction ◽  
Language Teachers ◽  
Classroom Observations ◽  
Language Classroom ◽  
Key Features

Después de más de una década de observaciones en clases de más de una docena de idiomas, en múltiples instituciones de educación secundaria y de educación superior en varios países, se puede afirmar que existen tres usos pedagógicos clave para una introducción exitosa de la tecnología por parte de los profesores. Los tres usos identificados son: el direccional, el de desarrollo, y el crítico. En lo sucesivo, llamados usos 3D. Los datos de observación obtenidos sugieren que cuando un profesor de idiomas introduce la tecnología en el aula por medio de cualquiera de los tres usos indicados, incrementa el éxito de resultados. El éxito aquí debe entenderse como un mayor nivel de interacción, de motivación, de compromiso y de producción de lenguaje por parte de las estudiantes. Mientras tanto las observaciones de profesores que introducen la tecnología en el aula sin tener en cuenta los usos 3D, revelaron aplicaciones rígidas y aburridas de los medios tecnológicos para la enseñanza y el aprendizaje de idiomas. Dichas aplicaciones muchas veces se caracterizan por desdeñar el contexto pedagógico de manera que generan entre los estudiantes escasos o nulos niveles de interacción o de producción de lenguaje.Grounded in over a decade of language classroom observations, in multiple institutions of secondary and higher education in several countries, across over a dozen languages, three key features of what appear to be successful applications of technology by instructors in these classes for language teaching emerged. These features came to be identified as directional, developmental, and decisive—Hereafter referred to as the 3Ds. Observational data suggests that when an instructor embraces any of the 3Ds while using technology for teaching and learning purposes, the more successful that application of technology seems to be. Success here should be understood as higher levels of student interaction, engagement, and motivation, with more kinds and types of student language being produced.  Meanwhile, observations of instructors who did not utilize any of the 3Ds, revealed stiff, uninspiring uses of technology, oftentimes devoid of context, which did not result in much, if any, student interaction or language production.  

scholarly journals WASHBACK TO LANGUAGE TEACHERS: A REVIEW OF MODELS AND EMPIRICAL RESEARCH IN AND BEYOND VIETNAM

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Dinh Minh Thu
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
The Past ◽  
Key Innovation ◽  
Teachers Professional Development

Washback, i.e., test effects on teaching and learning, has been emerging as an attractive research topic in language training and assessment for over the past 20 years for its significant implications of test validation and fairness for both policy-makers and practitioners. Presently, it deserves more Vietnamese researchers' interest in the context of the enactment of the National Foreign Language Project 2020 (extended to 2025), which puts language assessment as a key innovation requirement. Washback operates either positively or negatively; i.e. promoting or inhibiting learning. Teachers are considered the precursor in the washback mechanism. There is only one washback model on the washback effects on teachers, which is proposed by Shih (2009). This paper aims to critically browse other washback models besides Shin’s (2009) to generate a washback framework on teachers' perceptions and practices. Previous empirical washback research on teachers in and beyond Vietnam is, then, investigated in alignment with the aspects illustrated in the framework to point out achievements and gaps in the field. A qualitative approach of document analysis of over forty studies of differing types, i.e. books, dissertations and articles, has been adopted to reach the research aim. The discussion is divided into two major parts, including the washback models pertaining to teachers to scaffold a model for teachers' perceptions and practices, and the results in empirical research in terms of the aspects mentioned in the model. Findings show that washback on teachers' perceptions ranges from perceptions of the test itself, students' language ability, teaching contents and methodology to teachers' professional development. Plus, washback on teachers' practices concerns their selections of teaching contents and methodology in class as well as their involvement in professional development. The element of professional development can be considered a new light in the reviewed washback model. This has a significant meaning by raising teachers' awareness of developing themselves professionally. The current paper expects to contribute to elaborating the scenario of washback research for interested researchers, practitioners and policymakers not only in but beyond the context of Vietnam.

scholarly journals The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in A Saudi University Context

2021 ◽  
Vol 14 (12) ◽  
pp. 171
Author(s):  
Ahmed Alghamdi
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Communicative Language Teaching ◽  
Observation Data ◽  
Pedagogical Beliefs ◽  
Beliefs And Practices ◽  
Efl Teachers ◽  
The Impact

This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers&rsquo; beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations. &nbsp;

Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

2021 ◽  
pp. 136216882110609
Author(s):  
Kim Murray ◽  
José Reis-Jorge ◽  
Julie-Anne Regan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Process Drama ◽  
Educational Approach ◽  
Japanese Higher Education

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

Language Teaching in Live Online Environments

2011 ◽  
pp. 509-523
Author(s):  
Christian Swertz ◽  
Rosa Schultz ◽  
Katharina Toifl
Keyword(s):  
Language Learning ◽  
Training Program ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Online Communication ◽  
Communication Technologies ◽  
Leonardo Da Vinci ◽  
Language Teachers ◽  
Online Teachers ◽  
Language Teaching Methods

This chapter reports the concept development and evaluation results from the project LANCELOT (LANguage learning with CErtified Live Online Teachers). LANCELOT is funded by the Leonardo da Vinci program of the European Commission. LANCELOT, a training program for live online language teachers, covers the technological, methodological, and intercultural aspects of live online language training. Concepts for the use of current online communication technologies and suitable language teaching methods in a virtual language classroom have also been developed within the project. These concepts are integrated by means of an innovative pedagogical concept for online teaching and learning called Web-Didactics. In order to verify that it is ready for the market, the training program recently underwent thorough testing and evaluation.

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