| Popis: |
Language assessment literacy (LAL) is a key component of teachers’ professional development. Through seminars and workshops, teachers receive training which pertains both theory and practice of LAL. This study will look at EFL instructors' views on the levels of LAL training they had and those they require, as well as the factors that influence their beliefs. University lecturers at a faculty of English participated in the study and provided information through a questionnaire and semi-structured interviews. The results revealed a considerable disparity between the levels of LAL training they got and those required by teachers. Furthermore, using a model proposed by Vogt et al (2020), the authors studied fundamental components affecting teachers' beliefs in LAL training needs at the national, institutional, and foreign language classroom level. The findings have implications for improving LAL training. |
