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

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

doi:10.34056/aujef.1651495

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

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

Supporting Institution

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

Ethical Statement

Not applicable because it is a review study

References

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Gholaminejad, R., & Raeisi-Vanani, A. (2021). English language teaching in Iranian mainstream schools: Pedagogical, societal and government policy environments. Issues in Educational Research, 31(1), 111–130.
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Details

Primary Language

English

Subjects

Other Fields of Education (Other)

Journal Section

Review

Authors

Humyra Anjum Maliha ^*
0000-0002-5330-6375
Malaysia

Mo Yuanfa
0009-0001-9134-6167
Malaysia

Xiao Yuhan This is me
0009-0006-6006-4219
Malaysia

Wang Ying This is me
0009-0007-9083-5528
Malaysia

Wang Yun This is me
0009-0002-8943-2477
Malaysia

Early Pub Date

August 8, 2025

Publication Date

September 11, 2025

Submission Date

March 5, 2025

Acceptance Date

May 26, 2025

Published in Issue

Year 1970 Volume: 9 Number: 3

DOI

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

IZ

https://izlik.org/JA35ES84CP

Cite

RIS / Bibtex

APA

Maliha, H. A., Yuanfa, M., Yuhan, X., Ying, W., & Yun, W. (2025). Exploring language teachers’ assessment identity: a comparative review of teacher beliefs on L2 writing assessment in China and Iran. Anadolu University Journal of Education Faculty, 9(3), 262-272. https://doi.org/10.34056/aujef.1651495