A comparative study on language assessment literacy of Turkish and Japanese in-serviceenglish teachers
Başlık çevirisi mevcut değil.
- Tez No: 912906
- Danışmanlar: Belirtilmemiş.
- Tez Türü: Yüksek Lisans
- Konular: Dilbilim, Linguistics
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2022
- Dil: İngilizce
- Üniversite: Unıversıte Nıce-Sophıa-Antıpolıs
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
This research aimed to investigate Turkish and Japanese EFL teachers' language assessment literacy level and perceived level of learning regarding language assessment literacy along with their beliefs and practices concerning language assessment and testing in a comparative manner. The present study was conducted with 84 EFL teachers from Turkey (n = 44) and Japan (n = 40), and the data was collected using both quantitative and qualitative methods. The questionnaire and interview protocol that was developed by Vogt and Tsagari (2014) was adopted and altered in accordance with the purpose of this research to obtain the data. Descriptive statistics and independent t-tests were carried out to analyze the quantitative data while qualitative data was analyzed through several stages, including transcribing and coding. The results of the study revealed that Turkish and Japanese EFL teachers have assessment literacy, although Turkish teachers appeared to have higher levels of assessment literacy. It was also found that they noticed the need for developing more language assessment literacy, yet Japanese teachers seemed to exhibit more need for learning regarding language testing and assessment issues. Their levels of knowledge and learning needs in language assessmentrelated domains were also explained comprehensively. Further statistical analysis also indicated that Turkish teachers' level of knowledge was significantly higher than that of Japanese teachers. Qualitative data showed that Turkish and Japanese EFL teachers perceived assessment as an assessment for learning and employed several assessment tools. Based on the findings of this study, a number of suggestions were provided for stakeholders involved in the process.
Özet (Çeviri)
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