EXPLORING EFL TEACHERS' FORMATIVE ASSESSMENT LITERACY: AN IN-DEPTH INVESTIGATION

A Landscape of EFL Teachers’ Formative Assessment Literacy: An Insight from Indonesia

Although there have been studies on formative assessment (FA) for decades, research on teachers’ formative assessment literacy (FAL) remains scarce, particularly in contexts where assessment reform is still emerging. Using a survey design and an Indonesian-adapted version of the Teacher Formative Assessment Literacy Sc...

Indonesian English as A Foreign Language Teachers’ Perception on Technology for Assessment

Teachers’ perceptions of technology as an assessment tool in English as a Foreign Language (EFL) classroom are examined within the Indonesian educational framework, emphasizing the need for ongoing professional development to empower teachers in effectively utilizing technology for assessment.

Learning to assess: analytic rubrics in formative assessment 1

Investigating the Perceptions and Implementation Challenges of Scaffolding Among Libyan English Teachers

This paper is descriptive paper reveals the English teachers perceptions of scaffolding strategies in classroom and how effective they are according to the participants experience in teaching. The research utilizes a quantitative approach through a survey in the form of a questionnaire which is distributed to the parti...

Classroom Assessment Practices of the Secondary Level English Language Teachers

Classroom assessment practices enhance students’ language learning by promoting learners’ engagement and connecting their theoretical knowledge with real-life situations. This study explores the classroom assessment practices of the secondary-level English language teachers. A qualitative research approach was employed...

Interactive dynamic literacy in the EFL classroom: Students’ perceptions of a problem-based writing approach using a graphic organizer

Developing effective writing proficiency continues to pose significant difficulties for EFL learners, often stemming from limited engagement, inadequate scaffolding, and traditional teacher-centered approaches. Thus, this present mixed-methods study explores how students perceive the restructured Interactive Dynamic Li...