Iranian EFL teachers’ perceptions of writing assessment literacy: a countrywide study

• Published in: Language Testing in Asia Vol. 12; no. 1; pp. 1 - 19
• Main Authors: Sohrabi, Zohre, Ghanbari, Nasim, Abbasi, Abbas
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.12.2022; Springer; Springer Nature B.V; SpringerOpen
• Subjects: Assessment; Assessment Literacy; Beliefs; College Faculty; Education; EFL writing assessment; English (Second Language); English as a second language instruction; English teachers; Evaluation Methods; Foreign Countries; Knowledge; Language Education; Language Teachers; Literacy; Practices; Questionnaires; Second language teachers; Second language writing; Second language writing instruction; Teacher Attitudes; Testing and Evaluation; Writing; Writing assessment literacy (WAL); Writing Evaluation; Writing teacher; Writing teachers; Writing Tests; Iran; Writing assessment literacy (WAL); Practices; Writing teacher; Beliefs; EFL writing assessment; Language assessment; Knowledge
• ISSN: 2229-0443; 2229-0443
• DOI: 10.1186/s40468-022-00172-7

Despite a surge of interest in language teacher assessment literacy, teachers’ writing assessment literacy (WAL) has received little attention. When considering the issue in the particular Iranian EFL context, it becomes more significant since exploring the context shows the lack of a countrywide and systematic study on EFL teachers’ WAL. Considering this gap, the present study sets out to investigate the Iranian EFL writing teachers’ knowledge, beliefs, and practices regarding writing assessment. To achieve this goal, an adapted version of Crusan’s et al (Assessing Writing 28:43-56, 2016) WAL questionnaire was sent out to writing teachers in ten major state universities in the country. Overall, the researchers received back 118 questionnaires. The analysis of the results illustrated that although writing instructors had a positive attitude toward writing assessment and were aware of some basic concepts of writing assessment, their level of assessment literacy was not reflected in their practice, particularly when it came to the use of assessment rubrics. The results further showed that the teachers need to develop sound and clear conceptual understanding of WAL as well as the ability to use the knowledge in practice in the actual context of their practice. Generally, it can be argued that in the absence of systematic pre-service and in-service writing assessment training programs, Iranian EFL writing teachers relied on their individual expertise developed throughout their years of practice. The study also provides several pedagogical implications for training writing teachers and improving EFL writing assessment in the long run.