Language Assessment Literacy Level and Needs of In-Service Efl Teachers In Turkey
Sarıyıldız Canlı, Gamze
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The current research study aimed to examine the LAL levels and training needs of in- service EFL teachers who work in different formal and non-formal education institutions. To that end, training in LTA in undergraduate ELT programs and certain areas they perceive a need for training were investigated. Besides, it aimed to investigate whether training needs in LTA of them differ based on the type of institution and grade level they teach at, their level of experience and education. Their experience concerning LTA practices in classroom was also explored. The study employed a sequential explanatory mixed method design. Both quantitative (questionnaire) and qualitative (interview) data were collected from EFL teachers from different education settings in Turkey. Quantitative data collected from 300 in-service EFL teachers was analyzed using descriptive and inferential statistics. Subsequently, qualitative data collected from 20 in-service EFL teachers to triangulate and clarify questionnaire findings was analyzed utilizing coding and categorizing procedures. The results indicated that the training that they received in four domains of LTA was not adequate and the need for intermediate level of further training was expressed. The findings of the qualitative data also demonstrated that LTA training is not evaluated as sufficient by most of them and the course in LTA did not address the fundamental concepts of LTA adequately. Furthermore, they view the acquisition of expertise in LTA as essential for improving the overall quality of education. Considering these findings and the importance of LAL for EFL teachers, implications and suggestions were provided.