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Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh Tertiary Foreign Language Teachers’ Beliefs and Practices in Language Assessment Literacy: A Review of Literature

Language assessment literacy (LAL), an integral facet of language teachers' professional development (PD), is essential to the quality of student learning (Klinger, 2010) and student learning motivation (Dorman & Knightley, 2006). Moreover, many researchers have shown that teachers' assessment knowledge and perceptions impact their classroom assessment practices (Popham, 2009). Teachers' assessment literacy along with their beliefs contributes to encouraging or undermining students' learning. Therefore, investigating such literacy awareness to fulfill the teachers' training needs is essential. This study aims to review studies about foreign language (FL) teachers' language assessment literacy. It begins with a brief theoretical presentation of related concepts, describes several research gaps and finishes with the planned investigation on EFL teachers' beliefs and practices about assessment literacy at the tertiary level in the context of Vietnam. This paper aims to add to a growing body of literature on FL teachers' beliefs and practices about LAL and the alignment between them. Keywords: EFL (English as a Foreign Language) Teachers, Tertiary Education, Language Assessment Literacy (LAL), Teachers' Beliefs and Practices, Context of Vietnam.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

Language assessment literacy (LAL), an integral facet of language teachers' professional development (PD), is essential to the quality of student learning (Klinger, 2010) and student learning motivation (Dorman & Knightley, 2006). Moreover, many researchers have shown that teachers' assessment knowledge and perceptions impact their classroom assessment practices (Popham, 2009). Teachers' assessment literacy along with their beliefs contributes to encouraging or undermining students' learning. Therefore, investigating such literacy awareness to fulfill the teachers' training needs is essential. This study aims to review studies about foreign language (FL) teachers' language assessment literacy. It begins with a brief theoretical presentation of related concepts, describes several research gaps and finishes with the planned investigation on EFL teachers' beliefs and practices about assessment literacy at the tertiary level in the context of Vietnam. This paper aims to add to a growing body of literature on FL teachers' beliefs and practices about LAL and the alignment between them. Keywords: EFL (English as a Foreign Language) Teachers, Tertiary Education, Language Assessment Literacy (LAL), Teachers' Beliefs and Practices, Context of Vietnam.

Vice Head of Division of English Linguistics and Culture Studies
,
Hung Vuong University
Lecturer
,
Thuongmai University, Hanoi, Vietnam
Foreign Language Professor
,
Luther University in South Korea
No moderator for this session!
Lecturer
,
Hue University of Foreign Languages
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