文章基本信息

标题：Iranian EFL teachers’ assessment for learning practices and barriers: Do textbooks taught and teaching context matter?
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作者：Mohammadreza Nasr ; Mohammad Sadegh Bagheri ; Firooz Sadighi 等
期刊名称：Cogent Arts and Humanities
电子版ISSN：2331-1983
出版年度：2019
卷号：6
期号：1
页码：1-28
DOI：10.1080/23311983.2019.1646691
出版社：Taylor and Francis Ltd
摘要：The mixed methods study reported here explored the extent to which Iranian EFL teachers perceived to adopt monitoring and scaffolding practices of assessment for learning. The study also investigated EFL teachers’ perceptions of assessment for learning as a function of textbooks taught and the teaching context. To this end, 384 Iranian EFL teachers participated in a self-report assessment for learning questionnaire consisting of 28 items on a Likert scale. Likewise, semi-structured interviews were conducted with 40 EFL teachers to cross-validate the questionnaire results and to identify barriers to the implementation of assessment for learning practices. The semi-structured interview results bore out those of the questionnaire revealing that EFL teachers in high schools and language institutes showed marked preferences for scaffolding practices i.e. questioning and student contribution in the classroom. Moreover, EFL teachers’ perceived monitoring and perceived scaffolding practices were significantly different with regard to the textbooks taught and the context of teaching. That is, EFL teachers teaching American English File, Touchstone, and Top Notch perceived to employ monitoring and scaffolding practices more than those teaching Prospect and Vision. In addition, EFL teachers in language institutes demonstrated significantly higher degrees of perceived monitoring and perceived scaffolding than high school EFL teachers. Furthermore, the findings of semi-structured interviews suggested that EFL teachers in high schools encountered more barriers in the way of implementation of assessment for learning. The key implications of findings for the implementation of assessment for learning practices are also addressed.
关键词：Assessment for learning; monitoring; scaffolding; EFL teachers; teaching context; textbooks; barriers