Analyzing English language teacher candidates' assessment literacy: A case of Bruneian and Japanese universities. (December 2022)

• Record Type: Journal Article
• Authors: Roslan, Roslinawati; Nishio, Yuri; Jawawi, Rosmawijah
• Is Part Of: System. Volume 111(2022)
• Publication Date: 2022-12
• Subjects: Language assessment literacy -- Language assessment training -- Assessment -- Teacher candidates -- Preservice teachers -- Mixed-method -- Higher education -- L2 teachers -- Language teacher development -- English language teachers; Language and languages -- Study and teaching -- Periodicals; Langage et langues -- Étude et enseignement -- Périodiques; Electronic journals; 407
• DOI: 10.1016/j.system.2022.102934
• Languages: English
• ISSNs: 0346-251X

Abstract

Abstract: English language teacher candidates should possess Language Assessment Literacy (LAL) to help them determine the most suitable kinds of assessment for English language learners. This study investigated English language teacher candidates' preparedness for assessment responsibilities. Participants were 56 English language teacher candidates from Brunei and Japan studying in universities. A mixed-methods approach to data collection was taken involving questionnaires completed by the English language teacher candidates and interviews with a subset of 14 of the participants. The results from this study revealed that teacher candidates in both Brunei and Japan lacked sufficient knowledge of LAL, even though some of them possessed some teaching experience before entering their teacher education program. Implications for teacher training in English language (L2) contexts are discussed.