Turkish EFL Teachers’ Beliefs, Practices and Challenges on Assessment

Year 2025, Volume: 4 Issue: 1, 1 - 19, 31.01.2025

Ajda Mutlu

Abstract

Abstract: The purpose of this study was to explore Turkish English teachers' perceptions of assessment, their assessment practices, and the challenges they encounter in the assessment process. In this mixed methods study, the data were collected on both a quantitative and qualitative basis. For the quantitative component, a random sampling method was used to collect data from English teachers through a questionnaire survey (n=257). For the qualitative component (n=25), the data were collected through interviews with English teachers. The findings revealed English teachers' assessment purposes, practices and preferences, their use of technology, and differential assessment methods used for the four skills assessment. In addition, the qualitative data revealed the barriers and difficulties faced by teachers in the assessment process, including students’low motivation, low language proficiency, being undready and insufficient technology in the classrooms.

Keywords

English language teaching, assessment beliefs, assessment strategies

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