Institutional Language Policy and ESL Teachers’ L2 Writing Assessment Practices

Cook, William R.; Luke, Jonathan; Valeo, Antonella; Barkaoui, Khaled

doi:10.3138/cmlr-2020-0013

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…In addition to their exclusion from extra-institutional research and professional communities, precariously employed teachers are systematically excluded from decision-making processes within their institutions. Contract faculty are rarely consulted when it comes to decisions related to curriculum, assessment, and employment conditions (Arnold et al, 2011;Cook et al, 2021;Dobbie & Robinson, 2008). Their exclusion is easy when they are not invited to meetings where decisions are being made.…”

Section: Exclusion From the Institutionmentioning

confidence: 99%

Institutional exclusion and exploitation of language teachers

Elshafei

2022

WALLY

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Language teacher education programs and language teaching research often overlook the impact of precarity on the teachers, their practice, and their sense of professional identity. The lack of stable employment in the field creates barriers to the professionalization and development of teachers. Precarious employment is used to further marginalize teachers within their institutions by systematically excluding them from activities that would enhance their practice and professionalization. At the same time, precariously employed teachers perpetuate these power imbalances by unwittingly participating in activities that may further contribute to their precarity. Teachers enter the profession because they care, but they are also taken advantage of because they care. Language teacher education programs need to address these power imbalances to prevent teachers from being excluded or exploited where they teach.

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Section: Exclusion From the Institutionmentioning

confidence: 99%

Institutional exclusion and exploitation of language teachers

Elshafei

2022

WALLY

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“…The second criterion that should be considered is that the academic writing analysis must consider the amount of time and energy writing teachers already expend on assessing academic writing tasks (Alshakhi, 2018;Jung et al, 2019;Paltridge, 2021). Ultimately, the examination must be relatively brief and efficient without additional time or sacrificing reliability and should retain evaluative quality by accurately measuring the EFL students' writing ability (Cook et al, 2021;Schneider & Connor, 1990). Regardless of the previously mentioned harmful elements associated with assessing academic writing, and the writing teachers often being the only assessor of the writing task, academic essays still tend to be the chosen instruments for evaluating student writing (Cohen, 1994;Haines, 2004).…”

Section: Introductionmentioning

confidence: 99%

Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing

Perrodin¹

2021

J. Eng. Foreign. Lang.

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Adhering to a structured process of the flow of given to new topic information within academic written discourse is a significant challenge for most tertiary-level non-native EFL students. The progression of given to new topic information in written academic text is equally difficult for many non-native academic English writing teachers to distinguish, much less assess. This research seeks to determine if given to new information progression can be significantly identified, and explore the possibility of such topic progression being utilized as a practical form of academic writing assessment by experienced Thai tertiary teachers of academic English. Multiple Linear Regression was employed to determine the relationship between the Thai writing teachers' identification of the flow of given to new topic information and a preliminary analysis of topic information flow by a qualified native English writing teacher. The insights gained from this study show that the Thai academic English writing teachers could not significantly detect the presence of given to new topic information progression within the academic texts. The implication of this research suggests that at this time, the practical utilization of a given to new progression analysis may not be a feasible evaluative measure in written assessments for Thai academic English writing teachers.

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The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing

Shan

Yang

2023

Assessing Writing

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Institutional Language Policy and ESL Teachers’ L2 Writing Assessment Practices

Cited by 3 publications

References 20 publications

Institutional exclusion and exploitation of language teachers

Institutional exclusion and exploitation of language teachers

Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing

The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing

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