This study emerges from the recognition that language assessment literacy (LAL) is critical for designing assessments congruent with a communicative language teaching approach to EFL contexts, especially concerning pragmatic competence, an underrepresented area of classroom assessment. Based on the multidimensional LAL framework proposed by Glenn Fulcher, this study investigated pre-service EFL teachers' learning about language (LAL) during teaching practicum. Using an explanatory sequential mixed-methods design, 68 sixth semester pre-service teachers were involved. Overall, LAL was moderate (M = 2.89), with moderate scores in both task design (M = 2.81) and rubric development ability as well as confidence when creating these tasks associated with high perceived challenges to their implementation (M = 3.78). These qualitative results show that much pragmatic competence is evaluated indirectly, focusing more on vocabulary and grammar than appropriateness of content. These results reflect a gap between theory and practice. Therefore, the study points out that more professional-oriented and field-sensitive training is required to reinforce pragmatic assessment in EFL teacher education.
Entika Fani Prastikawati, Senowarsito, D. Mulyadi et al.· SALEE Study of Applied Lingu...· 0 citations
In this comparative study, we examined the Language Assessment Literacy (LAL) of English as a Foreign Language (EFL) teachers in Indonesia and Nigeria, focusing on their contextual factors such as policy frameworks in education systems, LAL-related professional development, and digital infrastructure. The study employed a mixed-method research design by utilizing a comparative cross-sectional survey design and semi-structured interviews. A total of 210 teachers participated in the survey, complemented by 36 semi-structured interview participants across both countries. Quantitative data were analyzed using descriptive statistics and independent samples t-tests to examine cross-country differences in teachers’ assessment knowledge, beliefs, practices, and digital assessment literacy, while qualitative data were analyzed thematically. The quantitative data suggested that Indonesian teachers excelled in understanding and implementing alternative and formative assessments, which was attributed to the positive and reforming the newest curriculum and a consecutive professional development cycle. In contrast, Nigerian teachers appear more dependent on standardized assessments due to both a lack of pertinent pedagogical training and the influence of examination-oriented educational systems on their teaching practices. In addition, due to the availability of technology and unencumbered institutional backing, Indonesian teachers’ understanding of digital assessment was more pronounced. Qualitative data corroborated this systemic phenomenon in Nigeria, where inadequate infrastructure and a lack of professional development are systemic barriers that limit teachers to primitive assessment strategies and practices. Ultimately, the study found that assessment literacy is primarily a sociopolitical construct that contextualizes individual assessments. However, this study is limited by its cross-sectional design and reliance on self-reported data, which may introduce response bias and limit causal interpretations. Despite these limitations, the study offers important implications for policymakers and educators seeking to enhance LAL through context-sensitive reforms and targeted capacity-building initiatives.
Entika Fani Prastikawati, Yuvita Yuvita, Amrizal Amrizal et al.· Indonesian EFL Journal· 0 citations
Generation Alpha students, who have grown up immersed in digital environments, increasingly rely on social media platforms to learn English as a Foreign Language (EFL). However, many face persistent challenges in developing speaking proficiency due to limited authentic practice opportunities, low self-confidence, and elevated speaking anxiety, which inhibits classroom participation. While previous research has explored TikTok's potential for language learning, studies simultaneously examining both speaking performance and anxiety reduction remain scarce, particularly for junior high school students. This study investigated how TikTok-based speaking activities influence speaking anxiety reduction and speaking performance enhancement among Generation Alpha learners at SMP N 29, Semarang. The research employed a mixed-methods quasi-experimental design involving fifty eighth-grade students divided into experimental and control groups. The experimental group engaged in TikTok-based speaking activities, whereas the control group utilized conventional picture series activities. Quantitative data were collected through speaking performance assessments and anxiety questionnaires and analyzed using ANOVA and ANCOVA. Qualitative data from semi-structured interviews were processed using MAXQDA to capture the students' perceptions. The results demonstrated that TikTok-based practice significantly improved speaking performance and reduced anxiety. The experimental group achieved substantially higher performance scores than the control group. Anxiety levels decreased notably in the experimental group and increased in the control group. Qualitative findings revealed that TikTok enhanced pronunciation, vocabulary, grammar, and comprehension, with students recognizing the platform as an engaging and interactive medium for developing English-speaking skills. These findings highlight TikTok's transformative potential as a contextually relevant digital learning tool for digitally native learners in modern language education.
Secondrina Lingua Fasihcha, Lusia M. Silitonga, Entika Fani Prastikawati· Allure Journal· 0 citations
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