English Language Teachers' Assessment Procedure during COVID-19 Pandemic: Challenges and Solutions

Autor/inn/en	Öz, Gülsah; Köroglu, Zeynep Çetin
Titel	English Language Teachers' Assessment Procedure during COVID-19 Pandemic: Challenges and Solutions
Quelle	In: Journal on English Language Teaching, 13 (2023) 1, S.42-53 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; COVID-19; Pandemics; Language Teachers; Teacher Attitudes; Elementary School Teachers; Middle School Teachers; High School Teachers; Foreign Countries; Educational Change; Teaching Methods; Online Courses; Student Evaluation; Faculty Development; Evaluation Methods; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Language teacher; Sprachunterricht; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Ausland; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Schulnote; Studentische Bewertung; Türkei
Abstract	The aim of the current research is to investigate the language assessment literacy perceptions of EFL (English as a Foreign Language) teachers working at state primary, middle, and high schools in Turkey. Another purpose of the study was to investigate how EFL teachers adapted their language assessment skills to the online teaching context during the COVID-19 pandemic, and to what extent. Additionally, challenges and solutions of teachers in transforming their language assessment skills into online education were investigated. A mixed-methods study was employed as the research design. The study obtained and triangulated both qualitative and quantitative data to enhance its validity. In the quantitative phase, Vogt and Tsagari (2014)'s LAL questionnaire which includes three factors i.e. Language Testing and Assessment (LTA), classroom-focused LTA, and purposes of testing, content and concepts of LTA was administered to the participants. The quantitative data were descriptively analysed through the SPSS program in order to identify EFL teachers' training levels and needs in online language assessment. The qualitative data for the study were gathered through written structured interviews with (n) EFL teachers and analyzed using inductive methods. The study's findings revealed that the teachers have a high level of assessment literacy in terms of both face-to-face and online assessment and are familiar with basic assessment tools. However, there is a gap between their theoretical knowledge of assessment and their classroom practices. Additionally, the teachers expressed a need for more in-service training in assessing the skills of English language learners in online environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01