Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

Nemati, Majid; Alavi, Sayyed Mohammad Hadi; Mohebbi, Hassan; Masjedlou, Ali Panahi

doi:10.1186/s40468-017-0053-0

Cited by 20 publications

(12 citation statements)

References 62 publications

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“…Likewise, there are many studies which refer to the inadequacy of teacher assessment knowledge and training writing skill (Nemati et al, 2017) in the Iranian EFL writing assessment context. Moreover, Soltanpor and valizadeh (2019) claimed that inadequate knowledge and preparation for writing assessment can be due to the fact that the majority of the Iranian EFL teachers only pass an intensive teacher training course.…”

Section: Discussionmentioning

confidence: 99%

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

2022

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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.

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Section: Discussionmentioning

confidence: 99%

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

2022

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“…In spite of many calls for the implementation of language-related assessment reform, there seems that great “managerial, institutional, and individual barriers stand in the way of the reform” (Razavipour & Rezagah, 2018, p. 1). Research indiates that Iranian EFL teachers lack the required competencies in language assessment; accordingly, more professional opportunities should be created to inform their LAL (e.g., Firoozi et al, 2019; Nemati et al, 2017; Razavipour & Rezagah, 2018).…”

Section: Methodsmentioning

confidence: 99%

Critical language assessment literacy of EFL teachers: Scale construction and validation

2022

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Critical language assessment (CLA) has been addressed in numerous studies. However, the majority of the studies have overlooked the need for a practical framework to measure the CLA dimension of teachers’ language assessment literacy (LAL). This gap prompted us to develop and validate a critical language assessment literacy (CLAL) scale to further underscore the role of CLA principles and their practice as an essential part of teachers’ LAL. In the first phase, a pool of items was generated through a comprehensive review of the related studies. In the quantitative phase, the developed scale was administered to 255 English as a foreign language teachers selected through convenience and snowball sampling. The data were analyzed through exploratory factor analysis for construct validity and Cronbach’s alpha for estimating internal consistency. The results showed that the items loaded on five factors: (a) teachers’ knowledge of assessment objectives, scopes, and types; (b) assessment use consequences; (c) fairness; (d) assessment policies; and (e) national policy and ideology. It was found that the scale had a high level of internal consistency and construct validity, which suggests that this scale has the potential to be useful in assessing language teachers’ CLAL and to raise language teachers’ awareness of CLAL constructs.

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“…Sebagai contoh di lapangan, walaupun di masa pandemic yang mengharuskan siswa belajar secara daring, dengan jaringan internet yang tidak stabil pun siswa masih berusaha menunjukkan antusiasmenya dalam belajar. Jika siswa tidak sempat menyampaikan pertanyaan ketika pembelajaran berlangsung secara daring, maka mereka memanfaatkan media sosial lainnya untuk memperoleh jawaban dari pertanyaan yang timbul dari proses belajar yang mereka lakukan (Nemati et al, 2017). Kebiasaan-kebiasaan tersebut merupakan bagian dari usaha siswa dalam meningkatkan kebiasaan berpikir.…”

Section: Diskusi Peningkatan Kemampuan Berpikir Kritis Siswa Dengan M...unclassified

Pendekatan STEM untuk Meningkatkan Kemampuan Berpikir Kritis dan Motivasi Belajar Siswa pada Pembelajaran Matematika

Yusuf

Ma’rufi

Nurdin³

2022

JRHotsPM

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Pendekatan Science, Technology, Engineering, dan Mathematics (STEM) adalah pendekatan pembelajaran yang mengintegrasikan sains, teknologi, teknik dan matematika di dalam pembelajaran. Kemampuan berpikir kritis adalah kemampuan berpikir dan bertindak siswa berdasarkan pengetahuan yang dimillikinya sebagai hasil belajar yang meliputi interpretasi, analisis, evaluasi, dan inferensi. Motivasi belajar adalah dorongan yang ada dalam diri siswa untuk mengikuti pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis dan motivasi belajar siswa kelas X MIA SMA Negeri 6 Palopo setelah diterapkan pendekatan STEM. Jenis penelitian ini yaitu pre-eksperimental. Populasi yaitu seluruh siswa kelas X MIA SMA Negeri 6 Palopo yang terdiri dari 5 kelas. Sampel yang diambil adalah satukelas yang dipilih secara acak. Metode analisis data yang digunakan dalam penelitian ini adalah metode analisis statistik, baik analisis statistik deskriptif maupun statistik inferensial. Hasil penelitian menunjukkan bahwa teerdapat peningkatan kemampuan berpikir kritis dan motivasi belajar siswa setelah diterapkan pendekatan STEM dalam pembelajaran. Kemampuan berpikir kritis siswa setelah diterapkan pendekatan STEM mengalami peningkatan dari kategori sangat rendah menjadi tinggi. Motivasi belajar siswa meningkat dari kategori tinggi menjadi sangat tinggi.

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Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

Cited by 20 publications

References 62 publications

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

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

Critical language assessment literacy of EFL teachers: Scale construction and validation

Pendekatan STEM untuk Meningkatkan Kemampuan Berpikir Kritis dan Motivasi Belajar Siswa pada Pembelajaran Matematika

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