Narrative inquiry of language assessment literacy development of pre-service English as a foreign language teacher in China

As an indispensable element in the teaching and learning, assessment not only informs teachers about the effectiveness of the instruction, but also frames student learning. However, pre-service English as a Foreign Language (EFL) teachers across the world have been suggested to possess an inadequate...

Full description

Saved in:

Bibliographic Details
Main Author:	Juanjuan, Geng
Format:	Thesis
Language:	eng eng
Published:	2023
Subjects:	L Education (General) LB1025-1050.75 Teaching (Principles and practice)
Online Access:	https://etd.uum.edu.my/10480/1/permission%20to%20deposit-grant%20the%20permission-904287.pdf https://etd.uum.edu.my/10480/2/s904287_01.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-uum-etd.10480
record_format	uketd_dc
spelling	my-uum-etd.104802023-04-10T01:11:53Z Narrative inquiry of language assessment literacy development of pre-service English as a foreign language teacher in China 2023 Juanjuan, Geng Mohd Yusoff, Nurahimah Suppiah Shanmugam, Kanageswari Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Art & Sciences L Education (General) LB1025-1050.75 Teaching (Principles and practice) As an indispensable element in the teaching and learning, assessment not only informs teachers about the effectiveness of the instruction, but also frames student learning. However, pre-service English as a Foreign Language (EFL) teachers across the world have been suggested to possess an inadequate level of language assessment literacy (LAL). The first step is to understand their concerns in LAL. To address the paucity, this narrative inquiry is conducted to explore pre-service EFL teachers’ LAL conceptualizations, self-evaluated proficiency level, evolvement trajectories, and the mediating factors in the evolvement process. Six participants from a pre-service EFL teacher education programme in China were purposefully sampled. The narrative interviews, assessment artifacts, and journals were collected and analyzed by narrative analysis and thematic analysis. The findings showed that the participants conceptualized LAL as a scaled eight-dimensional concept embedded in the social-cultural contexts. They tend to self-evaluate their LAL proficiency ranging from insufficiently qualified, through marginally qualified, to satisfactorily qualified. Besides, the experiential, contextual, and personal mediating factors were identified to participate in LAL evolvement. From bottom-up, the mediating factors participated in constructing pre-service EFL teachers’ knowledge base, shaping their assessment conceptions, filtering the assessment practices, and facilitating the assessor identity construction. With the enhanced LAL, they were more attentive to reflect on the influence of these mediating factors. As to the LAL evolvement trajectory, all the participants went through three mastery levels from the first assessment knowledge base through internalized assessment understanding to assessor identity construction. This study contributes to LAL conceptualization by involving in the neglected stakeholders, pre-service EFL teachers and enriches the application of narrative inquiry in LAL field. The findings can be used as a guidance for the improvement of deficient LAL among pre-service EFL teachers by offering implications for the teacher educators and teacher preparation programmes. 2023 Thesis https://etd.uum.edu.my/10480/ https://etd.uum.edu.my/10480/1/permission%20to%20deposit-grant%20the%20permission-904287.pdf text eng staffonly https://etd.uum.edu.my/10480/2/s904287_01.pdf text eng public other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Mohd Yusoff, Nurahimah Suppiah Shanmugam, Kanageswari
topic	L Education (General) LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	L Education (General) LB1025-1050.75 Teaching (Principles and practice) Juanjuan, Geng Narrative inquiry of language assessment literacy development of pre-service English as a foreign language teacher in China
description	As an indispensable element in the teaching and learning, assessment not only informs teachers about the effectiveness of the instruction, but also frames student learning. However, pre-service English as a Foreign Language (EFL) teachers across the world have been suggested to possess an inadequate level of language assessment literacy (LAL). The first step is to understand their concerns in LAL. To address the paucity, this narrative inquiry is conducted to explore pre-service EFL teachers’ LAL conceptualizations, self-evaluated proficiency level, evolvement trajectories, and the mediating factors in the evolvement process. Six participants from a pre-service EFL teacher education programme in China were purposefully sampled. The narrative interviews, assessment artifacts, and journals were collected and analyzed by narrative analysis and thematic analysis. The findings showed that the participants conceptualized LAL as a scaled eight-dimensional concept embedded in the social-cultural contexts. They tend to self-evaluate their LAL proficiency ranging from insufficiently qualified, through marginally qualified, to satisfactorily qualified. Besides, the experiential, contextual, and personal mediating factors were identified to participate in LAL evolvement. From bottom-up, the mediating factors participated in constructing pre-service EFL teachers’ knowledge base, shaping their assessment conceptions, filtering the assessment practices, and facilitating the assessor identity construction. With the enhanced LAL, they were more attentive to reflect on the influence of these mediating factors. As to the LAL evolvement trajectory, all the participants went through three mastery levels from the first assessment knowledge base through internalized assessment understanding to assessor identity construction. This study contributes to LAL conceptualization by involving in the neglected stakeholders, pre-service EFL teachers and enriches the application of narrative inquiry in LAL field. The findings can be used as a guidance for the improvement of deficient LAL among pre-service EFL teachers by offering implications for the teacher educators and teacher preparation programmes.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Juanjuan, Geng
author_facet	Juanjuan, Geng
author_sort	Juanjuan, Geng
title	Narrative inquiry of language assessment literacy development of pre-service English as a foreign language teacher in China
title_short	Narrative inquiry of language assessment literacy development of pre-service English as a foreign language teacher in China
title_full	Narrative inquiry of language assessment literacy development of pre-service English as a foreign language teacher in China
title_fullStr	Narrative inquiry of language assessment literacy development of pre-service English as a foreign language teacher in China
title_full_unstemmed	Narrative inquiry of language assessment literacy development of pre-service English as a foreign language teacher in China
title_sort	narrative inquiry of language assessment literacy development of pre-service english as a foreign language teacher in china
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2023
url	https://etd.uum.edu.my/10480/1/permission%20to%20deposit-grant%20the%20permission-904287.pdf https://etd.uum.edu.my/10480/2/s904287_01.pdf
_version_	1776103825798594560

Narrative inquiry of language assessment literacy development of pre-service English as a foreign language teacher in China

Similar Items