Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Tytuł pozycji:

Iranian EFL Teachers' Writing Assessment Beliefs, Literacy, and Training Needs: Do Majors Matter?

Tytuł:
Iranian EFL Teachers' Writing Assessment Beliefs, Literacy, and Training Needs: Do Majors Matter?
Autorzy:
Soltanpour, Fatemeh
Valizadeh, Mohammadreza
Temat:
Foreign Countries
English Teachers
Teacher Attitudes
Beliefs
Writing Attitudes
Second Language Instruction
Writing Instruction
Writing Evaluation
English (Second Language)
Literacy
Majors (Students)
Evaluation Methods
Scoring
Accuracy
Teacher Education Programs
Training
Język:
English
Źródło:
Journal on English Language Teaching. Apr-Jun 2019 9(2):26-41.
Dostępność:
i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: ; Web site: http://www.imanagerpublications.com
Recenzowane naukowo:
Y
Page Count:
16
Data publikacji:
2019
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Higher Education
Postsecondary Education
ISSN:
2231-3338
Abstractor:
As Provided
Data wpisu:
2019
Numer akcesji:
EJ1220693
Czasopismo naukowe
This study gauged the current level of Iranian EFL (English as a Foreign Language) teachers in Writing Assessment Literacy (WAL) and identified their training needs in this area. Further, this research investigated the teachers' beliefs about scoring accuracy in writing assessment, general assessment issues in writing classrooms, and different writing assessment methods. 146 participating Iranian EFL teachers were divided into two groups of TEFL (Teaching English as a Foreign Language) and Non-TEFL, based on their university degrees, so the mentioned issues were explored in terms of the teachers' majors in order to find any significant associations between the teachers' majors and the raised issues or any significant differences between the two groups of teachers' beliefs in the above-mentioned subjects. Quantitative data were collected via a questionnaire. A significant association was found between the teachers' majors and the status of receiving prior writing assessment training. Moreover, comparative analyses between the TEFL and Non-TEFL groups revealed significant differences in all areas of WAL training, as well as the teachers' beliefs about general assessment issues in writing classrooms and different writing assessment methods. However, regarding the teachers' self-report about the perceived level of training need and the teachers' beliefs about writing scoring accuracy, no significant differences were found between the two groups in majority of WAL areas and belief statements. To improve the condition, amending of the language teacher education programs is a vital step to be taken in Iran.

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies