EFL Teachers' Cognition of Social and Psychological Consequences of High-Stake National Language Tests: Role of Teacher Training Workshops

Autor/inn/en	Allahyari, Rahmatolah; Abbasabady, Mahmoud Moradi; Akhter, Shamim; Alibakhshi, Goudarz
Titel	EFL Teachers' Cognition of Social and Psychological Consequences of High-Stake National Language Tests: Role of Teacher Training Workshops
Quelle	In: Language Testing in Asia, 13 (2023), Artikel 54 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40468-023-00262-0
Schlagwörter	Language Tests; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Workshops; High Stakes Tests; Faculty Development; Construct Validity; Teacher Attitudes; Teacher Surveys + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten
Abstract	Consequential validity, a facet of construct validity, has been extensively explored by educational psychologists and scholars focused on English language assessment. It is widely recognized that English language instructors must possess a thorough understanding of high-stake language tests. However, the body of research concerning EFL teachers' perceptions of high-stake tests is quite limited. This study aims to delve into the cognitions of Iranian EFL teachers regarding the social and psychological ramifications of high-stake English language tests. Additionally, the study investigates the influence of a teacher training workshop on EFL teachers' perceptions of test consequences. The research employs a two-phase quantitative research design. A total of 210 EFL teachers participated in the survey, completing a scale comprising 25 items that delineated their perceptions of test consequences. Furthermore, thirty teachers engaged in a two-session workshop focused on test consequences. Data analysis encompassed both one-sample and paired-sample t tests. The results reveal that EFL teachers possess knowledge regarding certain social and psychological consequences of language tests; however, their awareness of some adverse consequences remains limited. Notably, the outcomes indicate that teacher training workshops have a positive impact on teachers' cognitions of both positive and negative test consequences. The implications of these findings extend to teacher trainers and English language educators, offering practical insights to enhance the effectiveness of their teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01