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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency
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In: Sustainability; Volume 14; Issue 8; Pages: 4659 (2022)
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Understanding Source Use by Undergraduate Post-Novice EFL Writers for the Sustainability Development of Academic Literacy: Abilities, Challenges, and Strategies
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In: Sustainability; Volume 14; Issue 4; Pages: 2108 (2022)
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A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19
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In: Proceedings; Volume 80; Issue 1; Pages: 3 (2022)
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Overall, a Good Test, but…—Swedish Lower Secondary Teachers’ Perceptions and Use of National Test Results of English
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In: Languages; Volume 7; Issue 1; Pages: 64 (2022)
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Language Assessment Literacy of Middle School English Teachers in Mexico
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In: Languages; Volume 7; Issue 1; Pages: 32 (2022)
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Abstract:
Because English is an integral component of education in Mexico, it is necessary to explore teachers’ language assessment literacy (LAL), or their language assessment knowledge and practices. Previous LAL studies have been performed in standardized testing-focused. However, the present study aims to explore the LAL of teachers of middle school English students in a context where governmental policies strive to engender communicative language learning, specifically, Mexico. I have taken a mixed methods approach which involved a survey (N = 123) and interviews at two locations in Mexico. The semi-structured interviews were conducted at one bilingual middle school (N = 7) and in one extracurricular English program (N = 6). Participants were asked about their previous training, confidence levels in their assessment practices, and their training needs. Findings suggest a divide among teachers with higher and lower levels of LAL. Participants indicated that their training primarily covered traditional forms of assessment and classroom-level decision-making. However, data also suggest that participants valued non-traditional assessment activities. Finally, participants desired training on topics such as the use of technology in assessment, unfamiliar non-traditional assessment activities, and program-level decision-making.
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Keyword:
communicative assessment; EFL in Mexico; EFL to young learners; language assessment literacy; language testing; teacher training
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URL: https://doi.org/10.3390/languages7010032
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Getting Students to Talk: A Practice-Based Study on the Design and Implementation of Problem-Solving Tasks in the EFL Classroom
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In: Languages; Volume 7; Issue 2; Pages: 75 (2022)
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A corpus-based study of the acquisition of the English progressive by L1 Chinese learners: From prototypical activities to marked statives ...
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A corpus-based study of the acquisition of the English progressive by L1 Chinese learners: From prototypical activities to marked statives ...
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Investigating the use of literary texts in a pedagogy to teach intercultural communicative competence in an EFL Master’s course in Algeria
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Dicionários de aprendizes : uma abordagem interdisciplinar para o seu aperfeiçoamento
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The Application of Augmented Reality (AR) to Language Learning and its Impact on Student Motivation
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Causal and Semantic Relations in L2 Text Processing: An Eye-Tracking Study
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Nahatame, Shingo. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022
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English Language Learners of Chinese Immigrant Families in Canadian Schools
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In: Major Papers (2022)
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EMI and the Teaching of Cultural Studies in Higher Education: A Study Case
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Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 104-119 (2022) (2022)
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