What Do Teachers Think They Want? A Comparative Study of In-Service Language Teachers’ Beliefs on LAL Training Needs

References

• Beach, S. A. (1994). Teachers’ theories and classroom practice: Beliefs, knowledge, or context? Reading Psychology, 15(3), 189–196. doi:10.1080/0270271940150304
   Google Scholar
• Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259–275. doi:10.1177/1362168810365236
   Web of Science ®Google Scholar
• Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246. doi:10.1037/0033-2909.107.2.238
   PubMed Web of Science ®Google Scholar
• Bentler, P. M. (2006). EQS (Version 6.1) [Computer software]. Encino, CA: Multivariate Software.
   Google Scholar
• Berry, V., Sheehan, S., & Munro, S. (2019). What does language assessment literacy mean to teachers? ELT Journal, 73(2), 113–123. doi:10.1093/elt/ccy055
   Web of Science ®Google Scholar
• Black, P., & Wiliam, D. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16(2), 249–261. doi:10.1080/09585170500136218
   Google Scholar
• Borg, M. (2001). Key concepts in ELT: Teachers’ beliefs. ELT Journal, 55(2), 186–187. doi:10.1093/eltj/55.2.186
   Google Scholar
• Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81–109. doi:10.1017/S0261444803001903
   Google Scholar
• Borg, S. (2018). Teachers’ beliefs and classroom practices. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 75–91). London, UK: Routledge.
   Google Scholar
• Brown, G. T. L. (2004). Teachers’ conceptions of assessment: Implications for policy and professional Development. Assessment in Education: Principles, Policy and Practice, 11(3), 301–318. doi:10.1080/0969594042000304609
   Google Scholar
• Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of an abridged instrument. Psychological Reports, 99, 166–170. doi:10.2466/pr0.99.1.166-170
   PubMed Web of Science ®Google Scholar
• Brunfaut, T., & Harding, L. (2018). Teachers setting the assessment (literacy) agenda: A case study of a teacher-led national test development project in Luxembourg. In D. Xerri & P. Vella Briffa (Eds.), Teacher involvement in high-stakes language testing (pp. 155–172). Cham, Switzerland: Springer.
   Google Scholar
• Bullock, D. (2011). Learner self-assessment: An investigation into teachers’ beliefs. ELT Journal, 65(2), 114–125. doi:10.1093/elt/ccq041
   Web of Science ®Google Scholar
• Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 154–177). Cambridge: Cambridge University Press.
   Google Scholar
• Byrne, B. M., & Watkins, D. (2003). The issue of measurement invariance revisited. Journal of Cross-cultural Psychology, 34, 155–175. doi:10.1177/0022022102250225
   Web of Science ®Google Scholar
• Cheng, L. (2001). An investigation of ESL/EFL teachers’ classroom assessment practices. Language Testing Update, 29, 53–83.
   Google Scholar
• Coombe, C., Troudi, S., & Al-Hamly, M. (2012). Foreign and second language teacher assessment literacy: Issues, challenges, and recommendations. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp. 20–29). Cambridge: Cambridge University Press.
   Google Scholar
• Corbin, J., & Strauss, A. (2014). Basics of qualitative research (4th ed.). Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43–56. doi:10.1016/j.asw.2016.03.001
   Web of Science ®Google Scholar
• Dedering, K., & Müller, S. (2011). School improvement through inspections? First empirical insights from Germany. Journal of Educational Change, 12(3), 301–322. doi:10.1007/s10833-010-9151-9
   Google Scholar
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
   Google Scholar
• Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Farrell, T. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39, 54–62. doi:10.1016/j.system.2011.01.012
   Web of Science ®Google Scholar
• Fives, H., & Gill, M. G. (Eds.). (2015). International handbook of research on teachers’ beliefs. New York, US: Routledge.
   Google Scholar
• Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from North American educational research on teacher education in English language teaching. Language Teaching, 35(1), 1–13. doi:10.1017/S0261444801001720
   Google Scholar
• Froehlich, V. (2010). Washback of an oral exam on teaching and learning in Germany. Saarbrücken, Germany: VDM.
   Google Scholar
• Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. doi:10.1080/15434303.2011.642041
   Web of Science ®Google Scholar
• Gebril, A. (2017). Language teachers’ conceptions of assessment: An Egyptian perspective. Teacher Development, 21(1), 81–100. doi:10.1080/13664530.2016.1218364
   Web of Science ®Google Scholar
• Giraldo, F. (2019). Language assessment practices and beliefs: Implications for language assessment literacy. HOW, 26(1), 35–61. doi:10.19183/how.26.1.481
   Google Scholar
• Green, A. (2016). Assessment literacy for language teachers. In D. Tsagari (Ed.), Classroom-based assessment in L2 contexts (pp. 8–29). Newcastle, UK: Cambridge Scholars Publishing.
   Google Scholar
• Harding, L., & Kremmel, B. (2016). Teacher assessment literacy and professional development. In D. Tsagari & J. Banerjee Eds., Handbook of second language assessment (pp. 413–428). Handbooks of Applied Linguistics. Boston/Berlin, Germany: Mouton de Gruyter.
   Google Scholar
• Hasselgreen, A., Carlsen, C., & Helness, H. (2004). European survey of language testing and assessment needs. Part one: General findings. Retrieved from http://www.ealta.eu.org/documents/resources/survey-report-pt1.pdf.
   Google Scholar
• Hidri, S. (2015). Conceptions of assessment: Investigating what assessment means to secondary and university teachers. Arab Journal of Applied Linguistics, 1(1), 19–43.
   Google Scholar
• Hildén, H., & Fröjdendahl, B. (2018). The dawn of assessment literacy – Exploring the conceptions of Finnish student teachers in foreign languages. Apples – Journal of Applied Language Studies, 12(1), 1–24. doi:10.17011/apples/urn.201802201542
   Google Scholar
• Holt, R. D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29(2), 325–349. doi:10.3102/00028312029002325
   Web of Science ®Google Scholar
• Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 328–402. doi:10.1177/0265532208090158
   Web of Science ®Google Scholar
• Inbar-Lourie, O. (2017). Language assessment literacies and the language testing communities: A mid-life identity crisis? Paper presented at 39th Language Testing Research Colloquium, Universidad de los Andes, Bogotá, Colombia.
   Google Scholar
• Johnston, B., & Goettsch, K. (2000). In search of the knowledge base of language teaching: Explanations by experienced teachers. The Canadian Modern Language Review, 56(3), 437–468. doi:10.3138/cmlr.56.3.437
   Web of Science ®Google Scholar
• Kiely, R., & Davis, M. (2010). From transmission to transformation: Teacher learning in English for speakers of other languages. Language Teaching Research, 14(3), 277–295. doi:10.1177/1362168810365241
   Web of Science ®Google Scholar
• Kremmel, B., Eberharter, K., Holzknecht, F., & Konrad, E. (2018). Fostering language assessment literacy through teacher involvement in high-stakes test development. In D. Xerri & P. Vella Briffa (Eds.), Teacher involvement in high-stakes language testing (pp. 173–194). Cham, Switzerland: Springer.
   Google Scholar
• Kremmel, B., & Harding, L. (2019). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17(1), 100–120. doi:10.1080/15434303.2019.1674855
   Web of Science ®Google Scholar
• Kumaravadivelu, B. (2012). Language teacher education for a global society. New York, USA: Routledge.
   Google Scholar
• Kvasova, O., & Kavytska, T. (2014). The assessment competence of university foreign language teachers: A Ukrainian perspective. CerleS, 4(1), 159–177.
   Google Scholar
• Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169–197. doi:10-11771/0265532214554321
   Web of Science ®Google Scholar
• Levi, T., & Inbar-Lourie, O. (2020). Assessment literacy or language assessment literacy: Learning from the teachers. Language Assessment Quarterly, 17(2), 168–182. doi:10.1080/15434303.2019.1692347
   Web of Science ®Google Scholar
• Malone, M. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329–344. doi:10.1177/0265532213480129
   Web of Science ®Google Scholar
• Meijer, P. C., Verloop, N., & Beijaard, D. (2001). Similarities and differences in teachers’ practical knowledge about teaching reading comprehension. Journal of Educational Research, 94(3), 171–184. doi:10.1080/00220670109599914
   Web of Science ®Google Scholar
• O’Loughlin, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363–380. doi:10.1177/0265532213480336
   Web of Science ®Google Scholar
• Paltridge, B. & Phakiti, A. (Eds.). (2010). Continuum companion to research methods in applied linguistics. London, UK: Continuum.
   Google Scholar
• Papakammenou, I. (2018). Examining washback in EFL multi-exam preparation classes in Greece: A focus on teachers’ teaching practices. In D. Xerri & P. Vella Briffa (Eds.), Teacher involvement in high-stakes language testing (pp. 321–339). Cham, Switzerland: Springer.
   Google Scholar
• Pedagogical Institute (2003). Cross-thematic curriculum framework for compulsory educationd DEPPS (official English translation available). Retrieved May 26, 2019, from http://www.pi-schools.gr/download/programs/depps/english/14th.pdf.
   Google Scholar
• Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390. doi:10.1016/j.system.2009.03.002
   Web of Science ®Google Scholar
• Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381–402. doi:10.1177/0265532213480337
   Web of Science ®Google Scholar
• Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48(1), 4–11. ERIC Number: EJ823941. doi:10.1080/00405840802577536
   Web of Science ®Google Scholar
• Remesal, A. (2010). Primary and secondary teachers’ conceptions of assessment: A qualitative study. Teaching and Teacher Education, 27(2), 472–482. doi:10.1016/j.tate.2010.09.017
   Web of Science ®Google Scholar
• Satorra, A., & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C. C. Clogg (Eds.), Latent variables analysis: Applications for developmental research (pp. 399–419). Thousand Oaks, CA: Sage.
   Google Scholar
• Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309–327. doi:10.1177/0265532213480128
   Web of Science ®Google Scholar
• Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar and corrective feedback: USA – Colombia. The Modern Language Journal, 85(2), 244–258. doi:10.1111/0026-7902.00107
   Web of Science ®Google Scholar
• Sheehan, S., & Munro, S. (2017). Assessment: Attitudes, practices and needs. ELT Research Papers 17.08. London, UK: British Council.
   Google Scholar
• Shim, K. N. (2009). An investigation into teachers’ perceptions of classroom-based assessment of English as a Foreign Language in Korean primary education. Unpublished doctoral dissertation. University of Exeter. Retrieved from https://ore-exeter.ac.uk/repository/bitstream/handle/10036/67553/ShimKN.doc.pdf?sequence=2
   Google Scholar
• Steiger, J. H. (1990). Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research, 25, 173–180. doi:10.1207/s15327906mbr2502_4
   PubMed Web of Science ®Google Scholar
• Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappa, 72(7), 534–539.
   Web of Science ®Google Scholar
• Stiggins, R. J. (1999). Teams. Journal of Staff Development, 20(3), 17–21.
   Google Scholar
• Sultana, N. (2019). Language assessment literacy: An uncharted area for the English language teachers in Bangladesh. Language Testing in Asia, 9(1), 14. doi:10.1186/s40468-019-0077-8
   Google Scholar
• Tao, N. (2014). Development and validation of classroom assessment literacy scales: English as a Foreign Language (EFL) instructors in a Cambodian higher education setting. Unpublished doctoral dissertation, Victoria University. Retrieved from http://vuir,vu.edu.au/25850/1/Nary%20Tao.pdf.
   Google Scholar
• Taylor, L. (2009). Developing assessment literacy. Practice and principles of language testing to test stakeholder: Some reflections. Language Testing, 30(3), 403–412. doi:10.1177/0265532213480338
   Google Scholar
• Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412. doi:10.1177/0265532213480338
   Web of Science ®Google Scholar
• Tsagari, D. (2009). The Complexity of Test Washback: An Empirical Study. Frankfurt am Main, Germany: Peter Lang GmbH.
   Google Scholar
• Tsagari, D. (2011). Investigating the ‘assessment literacy’ of EFL state school teachers in Greece. In D. Tsagari, & I. Csépes (Eds.), Classroom-based language assessment (pp. 169–190). Frankfurtam Main, Germany: Peter Lang.
   Google Scholar
• Tsagari, D., & Csépes, I. (Eds.) (2012). Collaboration in Language Testing and Assessment. Frankfurt am Main, Germany: Peter LangGmbH.
   Google Scholar
• Tsagari, D., & Papageorgiou, S. (Eds.) (2012). Language Testing and Assessment Issues in the Greek Educational Context (Special Issue). Research Papers in Language Teaching and Learning, 3(1). Retrieved from http://rpltl.eap.gr/images/stories/issue_03/RPLTL-03-01-fulltext.pdf
   Google Scholar
• Tsagari, D., & Giannikas, C. N. (2018). ‘Early language learning in private language schools in the Republic of Cyprus: teaching methods in modern times’. Mediterranean Language Review, 25, 53–74. doi:10.13173/medilangrevi.25.2018.0053
   Google Scholar
• Tsagari, D., & Sifakis, N. (2014). EFL course book evaluation in Greek primary schools: Views from teachers and authors. System, 45, 211–226. doi: 10.1016/j.system.2014.04.001
   Google Scholar
• Tsagari, D., & Vogt, K. (2017). Assessment Literacy of Foreign Language Teachers around Europe: Research, Challenges and Future Prospects. Papers in Language Testing and Assessment, 6(1), 41–63. Retrieved from http://www.altaanz.org/uploads/5/9/0/8/5908292/5.si3tsagarivogt_final_formatted_proofed.pdf
   Google Scholar
• Vogt, K. (2012). Assessment: Washback of the Common European Framework and PISA. Anglistik, 23(1), 87–95.
   Google Scholar
• Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. doi:10.1080/15434303.2014.960046
   Google Scholar
• Woods, D. (1996). Teacher cognition on language teaching. Cambridge: Cambridge University Press.
   Google Scholar
• Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58(5), 149–162. doi:10.1016/j.tate.2016.05.010
   Google Scholar
• Yan, X., Zhang, C., & Fan, J. J. (2018). Assessment knowledge is important, but … ’: How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74, 158–168. doi:10.1016/j.system.2018.03.003
   Web of Science ®Google Scholar