EFL Teachers’ Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey
| dc.authorid | 0000-0002-4312-9731 | |
| dc.contributor.author | Valizadeh, Mohammadreza | |
| dc.date.accessioned | 2020-06-26T08:40:37Z | |
| dc.date.available | 2020-06-26T08:40:37Z | |
| dc.date.issued | 2019 | en_US |
| dc.department | Kapadokya Üniversitesi, Beşeri Bilimler Fakültesi, İngilizce Mütercim ve Tercümanlık Bölümü | |
| dc.description.abstract | Teachers’ assessment literacy and beliefs contribute to encouraging or undermining students’ learning; therefore, investigating such literacy to fulfill the teachers’ training needs is essential. This quantitative survey study investigated the current level of 152 English as a Foreign Language (EFL) teachers’ writing assessment literacy (WAL) in Turkey and identified their training needs in this area by means of a questionnaire. Further, this research explored the teachers’ beliefs about different writing assessment methods, general assessment issues in writing classrooms and then scoring accuracy in writing assessment. Although 80.9% of the teachers stated that they had already received prior training in WAL, a vast majority of the participants (over 90%) stated they need to receive training in all the investigated WAL areas. The training need areas which stood on the highest six ranks included “Using pre-designed integrated writing tasks”, “Designing integrated writing tasks”, “Giving feedback to students based on information from tests/assessment”, “Designing good writing tasks/tests”, “Using the scoring rubrics”, “Designing the scoring rubrics”, “Using self-assessment”, “Using peer-assessment”, and “Using assessment portfolio”. The detailed findings regarding the teachers’ beliefs in the above-mentioned issues are explained and discussed in the paper. To improve the situation, the shortcomings in the language teacher education programs in Turkey should be addressed. | |
| dc.identifier.citation | VALIZADEH, MOHAMMADREZA. “EFL Teachers Writing Assessment Literacy Beliefs and Training Needs in the Context of Turkey.” Advances in Language and Literary Studies 10.6 (2019): 53–61. Print. | |
| dc.identifier.endpage | 26 | en_US |
| dc.identifier.issn | 2203-4714 | |
| dc.identifier.issue | 6 | en_US |
| dc.identifier.startpage | 17 | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.12695/485 | |
| dc.identifier.volume | 10 | en_US |
| dc.institutionauthor | Valizadeh, Mohammadreza | |
| dc.language.iso | en | |
| dc.publisher | Australian International Academic Centre | |
| dc.relation.ispartof | Advances in Language and Literary Studies | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | |
| dc.rights | Attribution-NonCommercial-ShareAlike 4.0 International | |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.subject | English as a Foreign Language | |
| dc.subject | Writing Assessment Literacy | |
| dc.subject | Teacher Beliefs | |
| dc.subject | Teachers’ Training Needs | |
| dc.subject | Context of Turkey | |
| dc.title | EFL Teachers’ Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey | |
| dc.type | Article |
