Multi-level Contextual Factors and L2 Writing Teachers' Assessment Conception and Practices in Iran | ||
| جستارهای زبانی | ||
| Article 7, Volume 17, Issue 1 - Serial Number 91, Winter 1405, Pages 167-198 PDF (770.67 K) | ||
| Document Type: مقاله تحقیق | ||
| DOI: 10.48311/LRR/lrr.2026.7137 | ||
| Authors | ||
| Masoumeh Tayyebi1; Mahmoud Moradi Abbasabady* 2; Gholamreza Abbasian3 | ||
| 1PhD Graduate of TEFL from Islamic Azad University, South Tehran Branch and a Faculty member, Islamic Azad University, Savadkooh Branch, Mazandaran, Iran | ||
| 2Assistant Professor in TEFL, University of Mazandaran, Babolsar, Iran | ||
| 3Associate Professor in TEFL, Imam Ali University | ||
| Abstract | ||
| riting assessment literacy (WAL) for second or foreign language (L2) teachers, which refers to teachers’ knowledge, conceptions, and practice of writing assessment in L2 contexts, has lately received attention from scholars. Although there has been significant debate about the impact of contextual and conceptual factors on teachers’ assessment literacy, studies focusing on how such factors influence teachers’ WAL are lacking. The purpose of this qualitative study was to explore the way Iranian English writing teachers' conception of assessment, and macro, meso, and micro contextual variables, impact their writing assessment practice. It also looked at how writing teachers make assessment decisions in order to negotiate and find a compromise when their assessment views and beliefs diverge from the assessment policies in their local contexts. The data were collected through semi-structured interviews with ten in-service L2 writing teachers in Iran. The findings show that participants had positive conceptions about formative writing assessments, but they stated that they mostly used summative assessments in writing classes. Macro-level contextual factors turned out to mostly impact teachers’ writing assessment practices and conceptions. The results underscored the role of school and work experience in shaping and changing writing assessment conceptions. The findings of this study contribute to our current understanding of WAL development and the provision of more efficient assessment training for language teachers in teacher education programs. | ||
| Keywords | ||
| writing assessment literacy, assessment practice, assessment conception, macro/ meso/micro contextual factors | ||
| References | ||
|
| ||
|
Statistics Article View: 548 PDF Download: 64 |
||
| Number of Journals | 45 |
| Number of Issues | 2,171 |
| Number of Articles | 24,674 |
| Article View | 24,436,007 |
| PDF Download | 17,551,285 |