Open AccessA Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
Author(s) -
Yannan Sun
Publication year - 2022
Publication title -
studies in applied linguistics and tesol
Language(s) - English
Resource type - Journals
ISSN - 2689-193X
DOI - 10.52214/salt.v21i2.9060
Subject(s) - dilemma , china , curriculum , mathematics education , literacy , pedagogy , psychology , face (sociological concept) , foreign language teaching , foreign language , political science , sociology , mathematics , social science , geometry , law
In China, English as a foreign language (EFL) teachers seem to be in a dilemma because of the discrepancy existing in classroom teaching and assessment, the new curriculum requirement, and the paucity of language assessment knowledge. To tackle these problems, there is an urgent need to evaluate EFL teachers’ language assessment literacy (LAL) and mitigate the possible obstacles that EFL teachers face. Since the term assessment literacy (AL) was firstly suggested, the concept has been derived in other specific fields, such as LAL. Different theories, models, and research on LAL have been examined to study language teachers’ LAL in many countries; however, LAL is still a new concept in China. Thus, the study aims to investigate and analyze the possible reasons behind the current LAL level of in-service EFL teachers in China.