Jul 2026· SALEE Study of Applied Linguistics and English Education· Vol 7, pp. 147-167· 0 citations· 29 references
Abstract
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.
Assessment competence is critical for pre-service language teachers to construct valid, contextualized, and meaningful assessments that support advanced and responsive learning. This research assessed pre-service language teachers’ perception of assessment competence, the dimensions that comprise the construct and the...
Ariyana Ariyana, Soleh Ibrahim, Kaito Nakamura et al.· Indonesian Journal on Learni...· 0 citations
Strong comprehension skills benefit learners academically, professionally, and personally, enabling them to problem-solve, communicate effectively, and understand complex concepts. This study aimed to evaluate Grade 4 to 6 English teachers’ perceptions of the Reciprocal Teaching Strategy (RTS) to support a Reading Comp...
Kimberly Mondejar, Gregorio P. Pajaron· International journal of hum...· 0 citations
Beginning of Text Assessment is one of the most important aspects for both the instruction and learning of English as a Second or Foreign Language (ESL/EFL) and will directly influence what instructional decisions are made, what pedagogies are used and student growth. In recent years, there have been many changes in ho...
Juan De Dios Marin Murillo· Ciencia Latina Revista Cient...· 0 citations
Assessment literacy and feedback literacy are often treated as separate competencies in teacher education, although both underpin responsible assessment practice. This two-wave, multi-cohort mixed-methods secondary analysis examined their parallel development among 250 preservice teachers at a private university in the...
R. Quileste· Journal on Efficiency and Re...· 0 citations
Critical literacy is a core support for EFL pre-service English teachers to process complex, ideologically embedded multimodal texts. However, most current academic writing instruction in EFL teacher education programs shares a widespread common flaw: prioritizing linguistic accuracy while neglecting critical engagemen...
Siska Rizkiani, G. P. Bhuana, S. Resmini et al.· Indonesian EFL Journal· 0 citations
The problem discussed in this study arises from the poor oral performance of junior high school students in learning the English language. Students often lack self-confidence, possess narrow vocabularies, and encounter limited opportunities for meaningful communicative practice. Project-Based Learning (PjBL) is recogni...
Nazwa Fatima Azzahra, S. Muljanto, Y. Fajriah· LEARNING Jurnal Inovasi Pene...· 0 citations
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