دورية أكاديمية
Developing Collective Eyes for Iranian EFL Teachers' Computer-Assisted Language Assessment Literacy through Internet-Based Collaborative Reflection
| العنوان: | Developing Collective Eyes for Iranian EFL Teachers' Computer-Assisted Language Assessment Literacy through Internet-Based Collaborative Reflection |
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| اللغة: | English |
| المؤلفون: | Rajab Esfandiari (ORCID |
| المصدر: | Education and Information Technologies. 2024 29(8):9473-9494. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Language Tests, Computer Assisted Testing, Language Teachers, Teacher Attitudes, Pedagogical Content Knowledge, Beginning Teachers, Experienced Teachers, Social Media, Teacher Collaboration, Reflection, Computer Simulation, Scoring, Formative Evaluation, Performance Based Assessment, Educational Practices, Testing |
| مصطلحات جغرافية: | Iran |
| DOI: | 10.1007/s10639-023-12201-w |
| تدمد: | 1360-2357 1573-7608 |
| مستخلص: | Computer-assisted language assessment literacy (LAL) has gained momentum in English as a foreign language (EFL) teaching since computer-based education became particularly common in language education. As EFL teachers play a critical role in administering computer-assisted language assessments, Iranian EFL teachers need to learn, relearn, and improve their computer-assisted LAL. Iranian EFL teachers can use collaborative reflection (CR) to improve their computer-assisted LAL and practices. This study, therefore, qualitatively investigated how collaborative reflective practices can improve novice and experienced EFL teachers' computer-assisted LAL. To achieve the goals of the present study, we adopted an instrumental case study to explore how EFL teachers perceive the benefits, applications, and challenges of computer-assisted language assessment practices and how teachers could improve their computer-assisted LAL through virtual CR. Four novice and experienced EFL teachers were selected purposively to explore internet-based CR through social media, observations, and interviews. The data were qualitatively analyzed through inductive thematic analysis. The results of the study demonstrated that computer-assisted language assessment practices enhanced the quality of formative assessment and assessment for learning, authenticity, and meaningfulness of tasks, administration, scoring, and interpretation, among others. Furthermore, EFL teachers experienced various personal, social, educational, and professional advantages of their computer-based language assessment practices through internet-based CR. The pedagogical implications of the study for the development of computer-assisted LAL of EFL in-service language teachers through online reflective practices are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1428418 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1360-2357 1573-7608 |
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| DOI: | 10.1007/s10639-023-12201-w |