Language Tests and Assessment Practices of English Language Teachers through the Lens of EFL Students

This qualitative study was conducted to reveal the common characteristics of language tests and the assessment practices of English language teachers from the perspective of language learners based on an analysis of the documents they produced. Namely, a series of cartoons created by 74 undergraduate students studying in the ELT department of a state university to reflect their views on and practices in English tests they had either taken or observed were examined and coded via thematic analysis. In line with the research questions, the findings were categorized under two main themes: (1) "the characteristics of language tests", and (2) "what language teachers do in assessment." The findings centered primarily on the negative aspects of language tests. In this sense, the evidence suggested that the language tests generally ignored the basic principles of assessment, such as reliability, validity, practicality, and washback effect. Similarly, negative attitudes of language teachers in the context of assessment were also portrayed in the cartoons. Given these findings, as well as the significance of language assessment literacy, particularly in practice, the need for language teachers to develop competence in language teaching and assessment is emphasized. (c) Association of Applied Linguistics. All rights reserved

Journal

JOURNAL OF LANGUAGE TEACHING AND LEARNING

Year

2024

Volume

14

Issue

1

ISSN

2146-1732

WoS UID

WOS:001157788900005