چکیده مقاله
This study empirically compares three often different groups of teachers in L2 studies: Assessment of Iranian L2 teachers and whether L2 teachers benefit from the Dynamic Assessment Literacy It also examines the relationships among their perception constructs, learners’ conscious L2 learning attempt, and L2 self assessment A questionnaire of Assessment literacy on English language teaching practices administered to L2 secondary school teachers Besides, 35 teachers interviewed based on a semi structured interview was conducted A previously validated inventory Mertler & Campbell, 2005 questionnaire then used to assign the selected participants into three non experimental groups n=250 The results used to inform the design of new Assessment materials and further indicated that the constituents in the three groups are correlated as predicted Furthermore, the findings suggested that each item of the questionnaire could be called as a measure of a distinct construct In contrast, they all together measure a unitary construct called dynamic assessment literacy which led to the strength of the ideal L2 self assessment considerations of different principles and iChecker tool as well as the marginal problems available
کلیدواژهها
نویسندگان
MohammadReza Raeisi
PhD Candidate, Tonekabon, Tonekabon Islamic Azad University, Tonekabon Brach, Iran
Davood Mashhadi Heidar
Assistant Professor, Tonekabon, Tonekabon Islamic Azad University, Tonekabon Brach, Iran
MohammadReza Khodareza
Assistant Professor, Tonekabon, Tonekabon Islamic Azad University, Tonekabon Brach, Iran
شیوه ارجاع
Raeisi, MohammadReza and Mashhadi Heidar, Davood and Khodareza, MohammadReza,1402,Dynamic Assessment of Foreign Language Teachers’ Digital Literacy: A Feasibility Study in Context,18th International Conference on Language , Literature , Culture and History Studies
ارائهشده در
مجموعه مقالات هجدهمین کنفرانس بین المللی مطالعات زبان، ادبیات، فرهنگ و تاریخ25 اسفند 1402