Türk İngilizce öğretmenlerinin dil değerlendirmesi okuryazarlığı araştırması

Yıl 2021, , 73 - 92, 30.06.2021

Sezgin Ballıdağ , Banu Inan Karagül

https://doi.org/10.31795/baunsobed.909953

Cited By: 2

Öz

Bu çalışma Türkiye’deki ilkokul, ortaokul ve lise kademesindeki devlet okullarında çalışan İngilizce öğretmenlerinin dil değerlendirme okuryazarlığını incelemeyi hedeflemiştir. Bu çalışmaya, farklı şehirlerde çalışan 101 öğretmen katılmıştır. Çalışmada, yöntem olarak karma yöntemden yararlanılmıştır, bu yüzden veri, hem nicel (anket) hem de nitel araştırma (mülakat) araçları aracılığıyla toplanmıştır. Araştırmanın nicel bölümünün verisi Vogt ve Tsagari tarafından hazırlanan (2014) Öğretmen Anketi vasıtasıyla üç alan altında toplanmıştır; sınıf odaklı dilde ölçme ve değerlendirme, ölçmenin amaçları ve dilde ölçme ve değerlendirmenin içerik ve kavramları. Anketlerden toplanan veri, katılımcıların eğitim seviyeleri ve ihtiyaçlarını belirlemek için ortalamalar, yüzdeler ve sıklıklar bakımından SPPS aracılığıyla analiz edilmiştir. Nitel aşamada, toplam 18 öğretmen mülakatlara katılmaya gönüllü olmuştur. Yarı-yapılandırılmış mülakatlar vasıtasıyla toplanan veri benzerlik ve farklılıkları bakımından tek tek analiz edilmiş ve seçici kodlama yapılmıştır. Anketlerden elde edilen genel sonuçlar, devlet lisesi, ortaokulu ve ilkokulunda çalışan İngilizce öğretmenlerinin, yabancı dilde ölçme değerlendirmenin tüm üç alanında da eğitim seviyelerini yetersiz olarak gördüklerini ve aynı zamanda bu alanlarda temel bir eğitime ihtiyaç duyduklarını göstermiştir. Ayrıca, nitel bulgular da anketlerden elde edilen veriyi, katılımcıların dil değerlendirme okuryazarlığının yetersizliğinin sebepleri konusunda fikir de vererek desteklemektedir.

Anahtar Kelimeler

Yabancı dil olarak İngilizce, Dil değerlendirme okuryazarlığı, Dilde ölçme ve değerlendirme

Exploring the language assessment literacy of Turkish in-service EFL teachers

Öz

The purpose of this study is to find out the language assessment literacy (LAL) of teachers who teach English at state elementary, middle, and high schools in Turkey. 101 teachers working in various cities participated in this study. A mixed-methods research design was employed in the study, so the data were collected through both quantitative (questionnaires) and qualitative (interviews) instruments. The data for the quantitative part of the study were collected by means of the “Teachers Questionnaire” prepared by Vogt & Tsagari (2014) under three domains regarding language testing and assessment (LTA); classroom-focused LTA, purposes of testing and content and concepts of LTA. The data from questionnaires were analyzed via SPSS in terms of means, percentages, and frequencies to find out the training levels and needs of the respondents in language assessment. In the qualitative phase, a total of 18 teachers volunteered to take part in the interviews. The qualitative data that was gathered through semi-structured interviews were analyzed one by one in terms of their similarities and differences, and selective coding was utilized. The overall results from the questionnaires indicated that EFL teachers who work at state high, middle and elementary schools in Turkey perceived their training levels in all three domains of LTA insufficient, and they were also in need of further basic training in those domains. Furthermore, qualitative findings also supported the findings from the questionnaires by also providing insights into the reasons for participants’ insufficiency of LAL levels.

Anahtar Kelimeler

EFL, Language assessment literacy, Language testing and assessment

Kaynakça

• Alderson, J. C. (2005). Diagnosing foreign language proficiency: the interface between learning and assessment. London: Continuum.
• Berger, A. (2012). Creating language assessment literacy: A model for teacher education. In J.I. Hüttner, B. Mehlmauer-Larcher, S. Reichl and B. Schiftner (Eds.), theory and practice in EFL teacher education: bridging the gap (pp. 57-82). Bristol: Multilingual Matters.
• Brown, H. D. (2003). Language assessment: principles and classroom practices. Pearson Education.
• Büyükkarcı, K. (2016). Identifying the areas for English language teacher development: a study of assessment literacy. Pegem Eğitim ve Öğretim Dergisi, 6(3), 333-346. http://dx.doi.org/10.14527/pegegog.2016.017
• Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education.
• DiRanna, K., Osmundson, E., Topps, J., Barakos, L., Gearhart, M., Cerwin, K., Carnahan, D. & Strang, C. (2008). Assessment-centered teaching: a reflective practice. Thousand Oaks, CA: Corwin Press.
• Farhady, H. (2019). A Cross-contextual perspective on EFL teachers’ assessment knowledge. EDU7, 8(10), 1-19.
• Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132.
• Hasselgreen, A., Carlsen, C. & Helness, H. (2004). European survey of language testing and assessment needs. Part one: general findings. Retrieved from http://www.ealta.eu.org/resources.htm
• Hatipoğlu, C. (2010). Summative evaluation of an English language testing and evaluation course for future English language teachers in Turkey. English Language Teacher Education and Development (ELTED) Journal, 13, 40-51.
• Hatipoğlu, C. (2015). English language testing and evaluation (ELTE) training in Turkey: expectations and needs of pre-service English Language Teachers. ELT Research Journal, 4 (2), 111-128.
• Jannati, S. (2015). ELT Teachers’ language assessment literacy: perceptions and practices. The International Journal of Research in Teacher Education, 6(2), 26-37.
• Jeong, H. (2013). Defining assessment literacy: is it different for language testers and non-language testers? Language Testing, 30 (3), 345-362.
• Jin, Y. (2010). The place of language testing and assessment in the professional preparation of foreign language teachers in China. Language Testing, 27 (4), 555-584.
• Köksal, D. (2004). Assessing teachers‟ testing skills in ELT and enhancing their professional development through distance learning on the net. Turkish Online Journal of Distance Education (TOJDE), 5(1), 1-11.
• Lam, R. (2015). Language assessment training in Hong Kong: implications for language assessment literacy. Language Testing, 32(2), 169-197.
• Mede, E. & Atay, D. (2017). English language teachers’ assessment literacy: the Turkish context. Dil Dergisi, 168 (1), 1-5.
• Mertler, C. A., & Campbell, C. (2005). Measuring teachers' knowledge & application of classroom assessment concepts: development of the "assessment literacy inventory". Online Submission.
• O’Loughlin, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30 (3), 363-380.
• Orr, M. (2010). Evaluating the testing course in a MA in ELT. English Language Teacher Education and Development (ELTED), 13, 4-14.
• Ölmezer-Öztürk, E. (2018). Developing and validating language assessment knowledge scale (LAKS) and exploring the assessment knowledge of EFL teachers. [Doctoral dissertation], Anadolu University.
• Ölmezer-Öztürk, E. & Aydın, B. (2019). Investigating language assessment knowledge of EFL teachers. Hacettepe University Journal of Education, 34(3), 602-620. doi:10.16986/HUJE.2018043465
• Öz, S. & Atay, D. (2017). Turkish EFL instructors’ in-class language assessment literacy perceptions and practices. ELT Research Journal, 6(1), 25-44.
• Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: evidence from a parliamentary inquiry. Language Testing, 30(3), 381–402.
• Popham, W. J. (2009). Assessment literacy for teachers: faddish or fundamental? Theory into Practice, 48, 4-11.
• Sarıçoban, A. (2011). A study on the English language teachers‟ preparation of tests. Hacettepe University Journal of Education, 41, 398-410.
• Sarıyıldız, G. (2018). A Study into language assessment literacy of preservice English as a foreign language teachers in Turkish context. [Master’s thesis], Hacettepe University.
• Semiz, Ö. & Odabaş, K. (2016, June). Turkish EFL teachers’ familiarity of and perceived needs for language testing and assessment literacy. Proceeding of the 3rd international linguistics and language studies conference, İstanbul, Turkey. Retrieved from https://www.academia.edu/34827097/Turkish_EFL_Teachers_Familiarity_of_and_Perceived_Needs_for_Language_Testing_and_Assesment_Literacy
• Shim, K. N. (2009). An Investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education. [Doctoral dissertation], University of Exeter.
• Şahin, S. (2019). An analysis of English language testing and evaluation course in English language teacher education programs in Turkey: developing language assessment literacy of pre-service EFL teachers. [Doctoral dissertation], Middle East Technical University.
• Talmy, S. & Richards, K. (2010). Theorizing qualitative research interviews in applied linguistics. Applied linguistics, 32(1), 1-5.
• Tamerer, R. (2019). An investigation of Turkish pre-service EFL teachers’ language assessment literacy. [Master’s thesis], Kocaeli University.
• Téllez, K., & Mosqueda, E. (2015). Developing Teachers’ knowledge and skills at the intersection of English language learners and language assessment. Review of Research in Education, 39, 87–121. doi: 10.3102/0091732X14554552
• The American Federation of Teachers, the National Council on Measurement in Education, and the National Education Association (1990). The standards for teacher competence in the educational assessment of students. Retrieved from http://buros.org/standards-teacher-competence-educational-assessment-students
• Thomas, J., Allman, C. & Beech, M. (2004). Assessment for the diverse classroom: a handbook for teachers. Tallahassee, FL: Florida Department of Education, Bureau of Exceptional Education and Student Services. Retrieved from http://www.fldoe.org/ese/pdf/assess_diverse.pdf
• Tsagari, D. & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63.
• Vogt, K. & Tsagari, D. (2014). Assessment literacy of foreign language teachers: findings of a European study. Language Assessment Quarterly, 11(4), 374-392.
• Volante, L. & Fazio, X. (2007). Exploring teacher candidates’ assessment literacy: implications for teacher education reform and professional development. Canadian Journal of Education, 30(3), 749–770.
• Xu, Y. & Brown, G. T. L. (2017). University English teacher assessment literacy: a survey-test report from China. Papers in Language Testing and Assessment, 6(1), 133-158.
• Yastıbaş, A. E. & Takkaç, M. (2018). Understanding language assessment literacy: developing language assessments. Journal of Language and Linguistic Studies, 14(1), 178-193.
• Yetkin, C. (2015). An investigation on ELT teacher candidates' assessment literacy. [Master's thesis], Cag University.