Exploring language teachers’ assessment identity: a comparative review of teacher beliefs on L2 writing assessment in China and Iran

Year 2025, Volume: 9 Issue: 3, 262 - 272, 11.09.2025

Humyra Anjum Maliha , Mo Yuanfa , Xiao Yuhan Wang Ying Wang Yun

https://doi.org/10.34056/aujef.1651495

Abstract

This review paper explores how language teachers in China and Iran understand and carry out the assessment of second language (L2) writing. It focuses on their beliefs, values, and assessment identities, shaped by cultural and institutional factors. The study reviews a total of six articles published between 2019 and 2024 and applies Borg’s (2003) teacher cognition framework and Pajares’ (1992) belief-behaviour theory to examine how teacher beliefs influence assessment practices and professional identity. These theories help explain the gap between what teachers value and what they implement in classrooms. The findings show that while many teachers in both countries believe in formative assessment, they often rely on summative methods due to high-stakes exams, large class sizes, and fixed curricula. In China, exam systems challenge teachers’ belief in innovative teaching, while in Iran, limited training and strong cultural expectations also affect practice. The review highlights that teacher beliefs are complex and shaped by both professional goals and local contexts. It suggests that better training, policy support, and resources are needed to align teacher beliefs with actual assessment practices.

Keywords

Assessment Identity , L2 Writing , Teacher Beliefs , Formative Assessment

Ethical Statement

Not applicable because it is a review study

Supporting Institution

No funding was necessary for this research, as it’s a review paper.

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