Multi-level contextual factors and L2 Writing Teachers' Assessment Conception and Practices in Iran

مقالات آماده انتشار

نوع مقاله : مقاله تحقیق

نویسندگان
Masoumeh Tayyebi 1
Mahmoud Moradi Abbasabady 2
Gholamreza Abbasian 3
1 PhD graduate of TEFL from Islamic Azad University, South Tehran Branch and a Faculty member, Islamic Azad University, Savadkooh Branch Branch, Mazandaran, Iran
2 Assistant Professor in TEFL, University of Mazandaran, Babolsar, Iran
3 Associate professor in TEFL, Imam Ali University
چکیده
Writing assessment literacy(WAL) for second or foreign language (L2) teachers, which refers to teachers’ knowledge, conceptions, and practice of writing assessment in L2 contexts, has lately received attention from scholars. Although there has been significant debate about the impact of contextual and conceptual factors on teachers’ assessment literacy, studies focusing on how such factors influence teachers’ WAL are lacking. The purpose of this qualitative study was to explore the way Iranian English writing teachers' conception of assessment, and macro, meso, and micro contextual variables impact their writing assessment practice. It also looked at how writing teachers make assessment decisions in order to negotiate and find a compromise when their assessment views and beliefs diverge from the assessment policies in their local contexts. The data was collected through semi-structured interviews with ten in-service l2 writing teachers in Iran. The findings show that participants had positive conceptions about formative writing assessments but they stated that they mostly used summative assessment in writing classes. Macro level contextual factors turned out to mostly impacted teachers’ writing assessment practices and conceptions. The results underscored the role of school and work experience in shaping and changing writing assessment conceptions. The findings of this study contribute to our current understanding of WAL development and provision of more efficient assessment training for language teachers in teacher education programs.

موضوعات

Ataie-Tabar, M., Zareian, G., Amirian, S. M. R., & Adel, S. M. R. (2019). A study of socio-cultural conception of writing assessment literacy: Iranian EFL teachers’ and students’ perspectives. English Teaching & Learning, 43(4), 389-409
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principle, Policy & Practice, 5(1), 7–74.
Brown, G. T. L. (2008). Conceptions of assessment: Understanding what assessment means to teachers and students. Nova Science.
Brindley, G. (2001). Language assessment and professional development. In C. Elder, A.
Brown, K. Hill, N. Iwashita, T. Lumley, T. McNamara & K. O’Loughlin (Eds.), Experimenting with uncertainty: Essays in honour of Alan Davies (pp. 126–136). Cambridge University Press.
Carless, D. (2005). Prospects for the implementation of assessment for learning. Assessment in Education, 12(1), 39–54.
Creswell, J. (2007). Data analysis and representation. In J. Creswell (Ed.), Qualitative inquiry and research design: Choosing among five approaches (2nd ed., pp. 179–212). Sage.
Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43–56.
Cumming, A. (2001). Learning to write in a second language: two decades of research. International Journal of English Studies, 1(2), 1–23.
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347. doi:10.1177/0265532208090156
DeLuca, C., & Bellara, A. (2013). The current state of assessment education: Aligning policy, standards, and teacher education curriculum. Journal of Teacher Education, 64 (4), 356–372.
Dempsey, M., PytlikZillig, L., & Bruning, R. (2009). Helping pre-service teachers learn to assess writing: Practice and feedback in a Web-based environment. Assessing Writing. 14:38–61
Ene, E., & Hryniuk, K. (2018). Worlds apart but in the same boat: How macro-level policy influences EFL writing pedagogy in China, Mexico, and Poland. Routledge.
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132.
Fulmer, G. W., Lee, I. C., & Tan, K. H. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, 22(4), 475-494.
Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment. Falmer Press.
Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing: an applied linguistic perspective. Longman.
Gu, P. Y. (2014). The unbearable lightness of the curriculum: What drives the assessment practices of a teacher of English as a foreign language in a Chinese secondary school?. Assessment in Education: Principles, Policy & Practice, 21(3), 286-305.
Hamp-Lyons, L. (2003). Writing teachers as assessors of writing. In B. Kroll,
editor, Exploring the dynamics of second language writing (pp. 162–189).
Cambridge University Press.
Hill, M., Cowie, B., Gilmore, A., & Smith, L. F. (2010). Preparing assessment-capable teachers: What should pre-service teachers know and be able to do? Assessment Matters, 2, 43-64
Hirvela, A. & Belcher, D. (2007) Writing scholars as teacher educators: Exploring writing teacher education. Journal of Second Language Writing,16, 125–128.
Hyland, K. (2003). Second language writing. Cambridge university press.
James, M., & Pedder, D. (2006). Beyond method: Assessment and learning practices and values. The Curriculum Journal, 17(2), 109-138.
Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78-89.
Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Springer Singapore.
Lortie, D.C. (1975). School teacher. University of Chicago Press.
Marefat, F., & Heydari, M. (2018). English writing assessment in the context of Iran: The double life of Iranian test-takers. In The Politics of English Second Language Writing Assessment in Global Contexts (pp. 67-81). Routledge.
Morgan, D. N., & Pytash, K. E. (2014). Preparing pre-service teachers to become teachers of writing: A 20-year review of the research literature. English Education, 47(1), 6-37.
Naghdipour, B. (2016). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32, 81–87.
Nemati, M., Alavi, S. M., Mohebbi, H., & Masjedlou, A. P. (2017). Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context. Language Testing in Asia, 7(1), 1-18.
Paltridge, B., & Phakiti, A. (Eds.). (2010). Continuum companion to research methods in applied linguistics. A&C Black.
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48(1), 4-11.
Reichelt, M. (2005). English-language writing instruction in Poland. Journal of Second Language Writing, 14(4), 215-232.
Riazi, A. (2005). The four language stages in the history of Iran. In A. Lin & P. Martin (Eds.), Decolonization, globalisation: Language-in-education policy and practice (pp. 98–115). Multilingual Matters
Ruecker, T., & Crusan, D. (2018). The intersections of politics and second language writing assessment: What we know. In The politics of English second language writing assessment in global contexts (pp. 1-12). Routledge.
Saeli, H., & Cheng, A. (2019). Effects of L1 writing experiences on L2 writing perceptions: Evidence from an English as a foreign language context. Reading & Writing Quarterly, 35(6), 509-524.
Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327.
Sheehan, S., & Munro, S. (2017). Assessment: Attitudes, practices and needs. ELT Research Papers 17.08. British Council.
Street, C. (2003). Pre-service teachers' attitudes about writing and learning to teach writing: Implications for teacher educators. Teacher Education Quarterly, 30(3), 33-50.
Tardy, M. C., & Matsuda, P. K. (2009). The construction of author voice by editorial board members. Written Communication, 26(1), 32–52
Tao, N. (2014). Development and validation of classroom assessment literacy scales: English as a Foreign Language (EFL) instructors in a Cambodian higher education setting. Unpublished doctoral dissertation, Victoria University. http://vuir,vu.edu.au/25850/1/Nary% 20Tao.pdf
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412.
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402.
Weigle, S.C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209
Xu, Y. (2019). English language teacher assessment literacy in practice. In X. Gao
(Ed.), Second Handbook of English Language Teaching (pp. 1-23). Springer
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162.
Xu, Y., & Liu, Y. (2009). Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teachers’ experience. TESOL Quarterly, 43(3), 493–513.
Yan, X., Zhang, C., & Fan, J. (2018). “Assessment knowledge is important, but...”: How contextual and experiential factors mediate assessment practice and training needs of language teachers. system, 74, 158–168. doi: 10.1016/j.system.2018.03.003
Yung, B. H. W. (2002). Same assessment, different practice: Professional consciousness as a determinant of teachers’ practice in a school-based assessment scheme. Assessment in Education, 9(1), 101–121
جستارهای زبانی

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از 22 تیر 1404