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Enhancing Classroom Assessment: Practical Insights into Turkish EFL Teachers’ Strengths and Challenges

Yıl 2026, Cilt: 12 Sayı: 1, 96 - 128, 01.03.2026

İrem Aydın , Devrim Höl

https://doi.org/10.31464/jlere.1822952
https://izlik.org/JA45EY68NW

Öz

This study aimed to investigate perceptions of Turkish in-service English teachers on their strengths and weaknesses as well as the possible sources for their challenges and their needs in foreign language (L2) assessment. For data management and analysis, MAXQDA Analytics Pro 2022 was employed. The findings of the study revealed that Turkish English as a Foreign Language (EFL) teachers possess a powerful sense of self-perception and confidence in their abilities to effectively ensure the reliability and validity of language assessments. Conversely, it was discovered that the teachers exhibited a perception of inadequacy and lack of proficiency in the rating procedure of L2 assessments, as well as in the design of tests and formulation of test items. The teachers attributed the origins of these issues to external factors and the education system. Keywords: Language Assessment, Testing, Evaluation, Perceptions, Strangths, Weaknesses

Anahtar Kelimeler

Language assessment testing evaluation EFL teachers

Kaynakça

  • Alderson, J. C., Brunfaut, T., & Harding, L. (2017). Bridging assessment and learning: A view from second and foreign language assessment. Assessment in Education: Principles, Policy & Practice, 24(3), 379-387. https://doi.org/10.1080/0969594X.2017.1331201
  • Al-Mahrooqi, R. (2017). Introduction: EFL assessment: Back in focus. In R. Al-Mahrooqi, C. Coombe, F. Al-Maamari and V. Thakur (Eds.), Revisiting EFL Assessment (pp. 1-6). Springer.
  • Arslan, R. S., & Üçok-Atasoy, M. (2020). An investigation into EFL teachers' assessment of young learners of English: Does practice match the policy?. International Online Journal of Education and Teaching, 7(2), 468-484. https://iojet.org/index.php/IOJET/article/view/818
  • Banitz, B. (2022). Language assessment in Mexico: Exploring university language teachers' backgrounds, practices, and opinions. System, 110, 102898. https://doi.org/10.1016/j.system.2022.102898
  • Benson, J., & Clark, F. (1982). A guide for instrument development and validation. The American Journal of Occupational Therapy, 36(12), 789-800. https://doi.org/10.5014/ajot.36.12.789
  • Bérešová, J. (2019). The importance of objectivity in assessing writing skills. In INTED2019 Proceedings (pp. 4376–4380). IATED.
  • Berry, V., Sheehan, S., & Munro, S. (2019). What does language assessment literacy mean to teachers? ELT Journal, 73(2), 113–123. https://doi.org/10.1093/elt/ccy055
  • Boeije, H. (2010) Analysis in qualitative research. Sage.
  • 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.
  • Canlı, G. S., & Altay, İ. F. (2024). Training needs of in-service Efl teachers in language testing and assessment. Pegem Journal of Education and Instruction, 14(1), 69-79. https://doi.org/10.47750/pegegog.14.01.08
  • Çetinkaya, G. (2020). Türkçe eğitimi sürecinde ölçme ve değerlendirme. In G. Çetinkaya (Ed.), Dinleme eğitimi sürecinde ölçme ve değerlendirme (2nd ed.). Pamukkale Üniversitesi Yayınları.
  • Çimen, Ş.S. (2022). Exploring EFL assessment in Turkey: Curriculum and teacher practices. International Online Journal of Education and Teaching (IOJET), 9(1). 531-550.
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. Sage.
  • Creswell, J. W. (2016). 30 essential skills for the qualitative researcher. SAGE Publications.
  • De Silva, R. (2021). Assessment literacy and assessment practices of teachers of English in a South-Asian context: Issues and possible washback. In B. Lanteigne, C. Coombe and J. D. Brown (Eds.), Challenges in language testing around the world (pp. 433-446). Springer.
  • Djoub, Z. (2017). Assessment literacy: Beyond teacher practice. In R. Al-Mahrooqi, C. Coombe, F. Al-Maamari and V. Thakur (Eds.), Revisiting EFL assessment (pp. 9-27). Springer.
  • Fard, Z. R., & Tabatabaei, O. (2018). Investigating assessment literacy of EFL teachers in Iran. Journal of Applied Linguistics and Language Research, 5(3), 91-100.
  • Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132.
  • Gelbal, S., & Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 135-145.
  • Genç, E., Çalışkan, H., & Yüksel, D. (2020). Language assessment literacy level of EFL teachers: A focus on writing and speaking assessment knowledge of the teachers. Sakarya University Journal of Education, 10(2), 274-291. https://doi.org/10.19126/suje.626156
  • Giraldo, F., & Murcia Quintero, D. (2019). Language assessment literacy and the professional development of pre-service language teachers. Colombian Applied Linguistics Journal, 21(2), 243–259. https://doi.org/10.14483/22487085.14514
  • Green, A. (2013). Exploring language assessment and testing: Language in action. Routledge.
  • Han, T., & Kaya, H. İ. (2014). Turkish EFL teachers’ assessment preferences and practices in the context of constructivist instruction. Journal of Studies in Education, 4(1), 77-93. http://dx.doi.org/10.5296/jse.v4i1.4873
  • Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25(4), 517-572.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
  • Janatifar, M., & Marandi, S. S. (2018). Iranian EFL teachers’ language assessment literacy under an assessing lens. Applied Research on English Language, 7(3), 361–382. https://doi.org/10.22108/are.2018.108818.1221.
  • Janghorban, R., Latifnejad Roudsari, R., & Taghipour, A. (2014). Pilot study in qualitative research: The roles and values. Journal of Hayat, 19(4), 1-5.
  • Jannati, S. (2015). ELT teachers’ language assessment literacy: perceptions and practices. The International Journal of Research in Teacher Education, 6(2), 26-37.
  • Kaplan, B., & Maxwell, J. A. (2005). Qualitative research methods for evaluating computer information systems. In J. G. Anderson and C. E. Aydin (Eds.), Evaluating the organizational impact of healthcare information systems (pp. 30-55). Springer.
  • Kara, M. (2020). Eğitim paydaşlarının görüşleri doğrultusunda Türk eğitim sisteminin sorunları. Kırşehir Eğitim Fakültesi Dergisi, 21(3), 1650-1694. https://doi.org/10.29299/kefad.853999
  • Karagül, B. İ., Yüksel, D., & Altay, M. (2017). Assessment and grading practices of EFL teachers in Turkey. International Journal of Language Academy, 5(5), 168-174. http://dx.doi.org/10.18033/ijla.3656
  • Kuckartz, U., & Rädiker, S. (2019). Analyzing qualitative data with MAXQDA. Springer International Publishing.
  • Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Sage Publications.
  • Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256.
  • Luthfiyyah, R., Basyari, I. W., & Dwiniasih. (2020). EFL secondary teachers’ assessment literacy: Assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402-421. https://doi.org/10.23971/jefl.v10i2.2101
  • Mertler, C. A. & Campbell, C. S. (2005) Measuring teachers’ knowledge and application of classroom assessment concepts: development of the Assessment Literacy Inventory. The annual meeting of the American Educational Research Association, April, Montreal, Quebec, Canada.
  • Murairwa, S. (2015). Voluntary sampling design. International Journal of Advanced Research in Management and Social Sciences, 4(2), 185-200.
  • Najib Muhammad, F. H., & Bardakçı, M. (2019). Iraqi EFL teachers’ assessment literacy: Perceptions and practices. Arab World English Journal (AWEJ), 10. https://dx.doi.org/10.24093/awej/vol10no2.33
  • Ölmezer-Öztürk, E., & Aydın, B. (2019). Investigating language assessment knowledge of EFL teachers. Hacettepe University Journal of Education, 34(3), 602-620. https://doi.org/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.
  • Rad, M. R. (2019). The impact of EFL teachers’ assessment literacy on their assessment efficiency in classroom. Britain International of Linguistics, Arts and Education (BIoLAE) Journal, 1(1), 9–17. https://doi.org/10.33258/biolae.v1i1.14
  • Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249–258.
  • Rogier, D. (2014). Assessment literacy: Building a base for better teaching and learning. English Language Teaching Forum, 52(3), 2-13.
  • Rose, H., McKinley, J., & Baffoe-Djan, J. B. (2019). Data collection research methods in applied linguistics. Bloomsbury Academic.
  • 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].
  • Saka, F.Ö. (2016). What do teachers think about testing procedure at schools?. Procedia-Social and Behavioral Sciences, 232, 575-582. https://doi.org/10.1016/j.sbspro.2016.10.079
  • Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.
  • Semiz, O., & Odabaş, K. (2016). Turkish EFL teachers’ familiarity of and perceived needs for language testing and assessment literacy. In Proceedings of the Third International Linguistics and Language Studies Conference (pp. 66–72). https://docs.wixstatic.com/ugd/bac820_2c683311d65a478f9b10ee6dfbd1020d.pdf
  • Sevimel-Şahin, A., & Subasi, G. (2019). An overview of language assessment literacy research within English language education context. Journal of Theoretical Educational Science, 12(4), 1340-1364. https://doi.org/10.30831/akukeg.501817
  • Shim, K. N. (2009). An investigation into teachers’ perceptions of classroom-based assessment of English as a foreign language in Korean primary education. [Unpublished doctoral dissertation. University of Exeter, United Kingdom.] https://ore-exeter.ac.uk/repository/bitstream/handle/10036/67553/ ShimKN.doc.pdf?sequence=2
  • Şişman, E. P., & Büyükkarcı, K. (2019). A review of foreign language teachers’ assessment literacy. Sakarya University Journal of Education, 9(3), 628-650. https://doi.org/10.19126/suje.621319
  • Stiggins, R. J. (1999). Are you assessment literate? The High School Journal, 6(5), 20- 23. Strauss, A. L., & Corbin, J. M. (1988). Shaping a new health care system: The explosion of chronic illness as a catalyst for change. Jossey-Bass.
  • 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. https://doi.org/10.58379/UHIX9883
  • Türk, M. (2018). Language assessment training level and perceived training needs of English language instructors: A mixed methods study. [Unpublished master’s thesis.] Bahçeşehir University.
  • Ülper, H., & Bağcı, H. (2012). Türkçe öğretmeni adaylarının öğretmenlik mesleğine dönük öz yeterlik algıları. Journal of Turkish Studies, 7(2), 1115-1131.
  • Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. https://doi.org/10.1080/15434303.2014.960046
  • Wach, A. (2012). Classroom-based language efficiency assessment: A challenge for EFL teachers. Glottodidactica, 39(1), 81-92.
  • Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397. https://doi.org/10.1080/00131911.2013.780009
  • Xie, Q., & Tan, S. (2019). Preparing primary English teachers in Hong Kong: Focusing on language assessment literacy. Journal of Asia TEFL, 16(2), 653. http://doi.org/10.18823/asiatefl.2019.16.2.14.653
  • Yan, X., Zhang, C., & Fan, J. J. (2018). Assessment knowledge is important, but . . .’: How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74, 158–168. https://doi.org/10.1016/j.system.2018.03.003
  • Yeşil, R., & Şahan, E. (2015). Öğretmen adaylarının Türk eğitim sisteminin en önemli sorun, neden ve çözüm yollarına ilişkin algıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 16(3), 123-143.
  • Zulaiha, S., Mulyono, H., & Ambarsari, L. (2020). An investigation into EFL teachers' assessment literacy: Indonesian teachers' perceptions and classroom practice. European Journal of Contemporary Education, 9(1), 189-201. https://doi.org/10.13187/ejced.2020.1.189
  • Zulaiha, S., & Mulyono, H. (2020). Exploring junior high school EFL teachers’ training needs of assessment literacy. Cogent Education, 7(1), 1772943. https://doi.org/10.1080/2331186X.2020.1772943

Sınıf İçi Değerlendirmenin Geliştirilmesi: Türk İngilizce Öğretmenlerinin Güçlü Yönleri ve Zorlukları Hakkında Pratik Bilgiler

Yıl 2026, Cilt: 12 Sayı: 1, 96 - 128, 01.03.2026

İrem Aydın , Devrim Höl

https://doi.org/10.31464/jlere.1822952
https://izlik.org/JA45EY68NW

Öz

Bu çalışma, İngilizce öğretmenlerinin kendi güçlü ve zayıf yönleri ile yabancı dil (L2) değerlendirmesinde karşılaştıkları zorlukların olası kaynakları ve ihtiyaçları hakkındaki algılarını araştırmayı amaçlamıştır. Veri yönetimi ve analizi için MAXQDA Analytics Pro 2022 kullanılmıştır. Çalışmanın bulguları, Türkçe Yabancı Dil Olarak İngilizce (EFL) öğretmenlerinin, dil değerlendirmelerinin güvenilirliğini ve geçerliliğini etkili bir şekilde sağlamak için güçlü bir öz algı ve yeteneklerine güven duyduklarını ortaya koymuştur. Buna karşılık, öğretmenlerin L2 değerlendirmelerinin derecelendirme prosedüründe, testlerin tasarımında ve test maddelerinin formülasyonunda yetersizlik ve yeterlilik eksikliği algısı sergiledikleri ortaya çıkmıştır. Öğretmenler bu sorunların kökenini dış faktörlere ve eğitim sistemine bağlamışlardır.

Anahtar Kelimeler

Yabancı Dilde Ölçme değerlendirme Algı Güçlü Yönler Zorluklar

Kaynakça

  • Alderson, J. C., Brunfaut, T., & Harding, L. (2017). Bridging assessment and learning: A view from second and foreign language assessment. Assessment in Education: Principles, Policy & Practice, 24(3), 379-387. https://doi.org/10.1080/0969594X.2017.1331201
  • Al-Mahrooqi, R. (2017). Introduction: EFL assessment: Back in focus. In R. Al-Mahrooqi, C. Coombe, F. Al-Maamari and V. Thakur (Eds.), Revisiting EFL Assessment (pp. 1-6). Springer.
  • Arslan, R. S., & Üçok-Atasoy, M. (2020). An investigation into EFL teachers' assessment of young learners of English: Does practice match the policy?. International Online Journal of Education and Teaching, 7(2), 468-484. https://iojet.org/index.php/IOJET/article/view/818
  • Banitz, B. (2022). Language assessment in Mexico: Exploring university language teachers' backgrounds, practices, and opinions. System, 110, 102898. https://doi.org/10.1016/j.system.2022.102898
  • Benson, J., & Clark, F. (1982). A guide for instrument development and validation. The American Journal of Occupational Therapy, 36(12), 789-800. https://doi.org/10.5014/ajot.36.12.789
  • Bérešová, J. (2019). The importance of objectivity in assessing writing skills. In INTED2019 Proceedings (pp. 4376–4380). IATED.
  • Berry, V., Sheehan, S., & Munro, S. (2019). What does language assessment literacy mean to teachers? ELT Journal, 73(2), 113–123. https://doi.org/10.1093/elt/ccy055
  • Boeije, H. (2010) Analysis in qualitative research. Sage.
  • 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.
  • Canlı, G. S., & Altay, İ. F. (2024). Training needs of in-service Efl teachers in language testing and assessment. Pegem Journal of Education and Instruction, 14(1), 69-79. https://doi.org/10.47750/pegegog.14.01.08
  • Çetinkaya, G. (2020). Türkçe eğitimi sürecinde ölçme ve değerlendirme. In G. Çetinkaya (Ed.), Dinleme eğitimi sürecinde ölçme ve değerlendirme (2nd ed.). Pamukkale Üniversitesi Yayınları.
  • Çimen, Ş.S. (2022). Exploring EFL assessment in Turkey: Curriculum and teacher practices. International Online Journal of Education and Teaching (IOJET), 9(1). 531-550.
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. Sage.
  • Creswell, J. W. (2016). 30 essential skills for the qualitative researcher. SAGE Publications.
  • De Silva, R. (2021). Assessment literacy and assessment practices of teachers of English in a South-Asian context: Issues and possible washback. In B. Lanteigne, C. Coombe and J. D. Brown (Eds.), Challenges in language testing around the world (pp. 433-446). Springer.
  • Djoub, Z. (2017). Assessment literacy: Beyond teacher practice. In R. Al-Mahrooqi, C. Coombe, F. Al-Maamari and V. Thakur (Eds.), Revisiting EFL assessment (pp. 9-27). Springer.
  • Fard, Z. R., & Tabatabaei, O. (2018). Investigating assessment literacy of EFL teachers in Iran. Journal of Applied Linguistics and Language Research, 5(3), 91-100.
  • Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132.
  • Gelbal, S., & Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 135-145.
  • Genç, E., Çalışkan, H., & Yüksel, D. (2020). Language assessment literacy level of EFL teachers: A focus on writing and speaking assessment knowledge of the teachers. Sakarya University Journal of Education, 10(2), 274-291. https://doi.org/10.19126/suje.626156
  • Giraldo, F., & Murcia Quintero, D. (2019). Language assessment literacy and the professional development of pre-service language teachers. Colombian Applied Linguistics Journal, 21(2), 243–259. https://doi.org/10.14483/22487085.14514
  • Green, A. (2013). Exploring language assessment and testing: Language in action. Routledge.
  • Han, T., & Kaya, H. İ. (2014). Turkish EFL teachers’ assessment preferences and practices in the context of constructivist instruction. Journal of Studies in Education, 4(1), 77-93. http://dx.doi.org/10.5296/jse.v4i1.4873
  • Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25(4), 517-572.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
  • Janatifar, M., & Marandi, S. S. (2018). Iranian EFL teachers’ language assessment literacy under an assessing lens. Applied Research on English Language, 7(3), 361–382. https://doi.org/10.22108/are.2018.108818.1221.
  • Janghorban, R., Latifnejad Roudsari, R., & Taghipour, A. (2014). Pilot study in qualitative research: The roles and values. Journal of Hayat, 19(4), 1-5.
  • Jannati, S. (2015). ELT teachers’ language assessment literacy: perceptions and practices. The International Journal of Research in Teacher Education, 6(2), 26-37.
  • Kaplan, B., & Maxwell, J. A. (2005). Qualitative research methods for evaluating computer information systems. In J. G. Anderson and C. E. Aydin (Eds.), Evaluating the organizational impact of healthcare information systems (pp. 30-55). Springer.
  • Kara, M. (2020). Eğitim paydaşlarının görüşleri doğrultusunda Türk eğitim sisteminin sorunları. Kırşehir Eğitim Fakültesi Dergisi, 21(3), 1650-1694. https://doi.org/10.29299/kefad.853999
  • Karagül, B. İ., Yüksel, D., & Altay, M. (2017). Assessment and grading practices of EFL teachers in Turkey. International Journal of Language Academy, 5(5), 168-174. http://dx.doi.org/10.18033/ijla.3656
  • Kuckartz, U., & Rädiker, S. (2019). Analyzing qualitative data with MAXQDA. Springer International Publishing.
  • Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Sage Publications.
  • Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256.
  • Luthfiyyah, R., Basyari, I. W., & Dwiniasih. (2020). EFL secondary teachers’ assessment literacy: Assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402-421. https://doi.org/10.23971/jefl.v10i2.2101
  • Mertler, C. A. & Campbell, C. S. (2005) Measuring teachers’ knowledge and application of classroom assessment concepts: development of the Assessment Literacy Inventory. The annual meeting of the American Educational Research Association, April, Montreal, Quebec, Canada.
  • Murairwa, S. (2015). Voluntary sampling design. International Journal of Advanced Research in Management and Social Sciences, 4(2), 185-200.
  • Najib Muhammad, F. H., & Bardakçı, M. (2019). Iraqi EFL teachers’ assessment literacy: Perceptions and practices. Arab World English Journal (AWEJ), 10. https://dx.doi.org/10.24093/awej/vol10no2.33
  • Ölmezer-Öztürk, E., & Aydın, B. (2019). Investigating language assessment knowledge of EFL teachers. Hacettepe University Journal of Education, 34(3), 602-620. https://doi.org/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.
  • Rad, M. R. (2019). The impact of EFL teachers’ assessment literacy on their assessment efficiency in classroom. Britain International of Linguistics, Arts and Education (BIoLAE) Journal, 1(1), 9–17. https://doi.org/10.33258/biolae.v1i1.14
  • Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249–258.
  • Rogier, D. (2014). Assessment literacy: Building a base for better teaching and learning. English Language Teaching Forum, 52(3), 2-13.
  • Rose, H., McKinley, J., & Baffoe-Djan, J. B. (2019). Data collection research methods in applied linguistics. Bloomsbury Academic.
  • 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].
  • Saka, F.Ö. (2016). What do teachers think about testing procedure at schools?. Procedia-Social and Behavioral Sciences, 232, 575-582. https://doi.org/10.1016/j.sbspro.2016.10.079
  • Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.
  • Semiz, O., & Odabaş, K. (2016). Turkish EFL teachers’ familiarity of and perceived needs for language testing and assessment literacy. In Proceedings of the Third International Linguistics and Language Studies Conference (pp. 66–72). https://docs.wixstatic.com/ugd/bac820_2c683311d65a478f9b10ee6dfbd1020d.pdf
  • Sevimel-Şahin, A., & Subasi, G. (2019). An overview of language assessment literacy research within English language education context. Journal of Theoretical Educational Science, 12(4), 1340-1364. https://doi.org/10.30831/akukeg.501817
  • Shim, K. N. (2009). An investigation into teachers’ perceptions of classroom-based assessment of English as a foreign language in Korean primary education. [Unpublished doctoral dissertation. University of Exeter, United Kingdom.] https://ore-exeter.ac.uk/repository/bitstream/handle/10036/67553/ ShimKN.doc.pdf?sequence=2
  • Şişman, E. P., & Büyükkarcı, K. (2019). A review of foreign language teachers’ assessment literacy. Sakarya University Journal of Education, 9(3), 628-650. https://doi.org/10.19126/suje.621319
  • Stiggins, R. J. (1999). Are you assessment literate? The High School Journal, 6(5), 20- 23. Strauss, A. L., & Corbin, J. M. (1988). Shaping a new health care system: The explosion of chronic illness as a catalyst for change. Jossey-Bass.
  • 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. https://doi.org/10.58379/UHIX9883
  • Türk, M. (2018). Language assessment training level and perceived training needs of English language instructors: A mixed methods study. [Unpublished master’s thesis.] Bahçeşehir University.
  • Ülper, H., & Bağcı, H. (2012). Türkçe öğretmeni adaylarının öğretmenlik mesleğine dönük öz yeterlik algıları. Journal of Turkish Studies, 7(2), 1115-1131.
  • Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. https://doi.org/10.1080/15434303.2014.960046
  • Wach, A. (2012). Classroom-based language efficiency assessment: A challenge for EFL teachers. Glottodidactica, 39(1), 81-92.
  • Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397. https://doi.org/10.1080/00131911.2013.780009
  • Xie, Q., & Tan, S. (2019). Preparing primary English teachers in Hong Kong: Focusing on language assessment literacy. Journal of Asia TEFL, 16(2), 653. http://doi.org/10.18823/asiatefl.2019.16.2.14.653
  • Yan, X., Zhang, C., & Fan, J. J. (2018). Assessment knowledge is important, but . . .’: How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74, 158–168. https://doi.org/10.1016/j.system.2018.03.003
  • Yeşil, R., & Şahan, E. (2015). Öğretmen adaylarının Türk eğitim sisteminin en önemli sorun, neden ve çözüm yollarına ilişkin algıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 16(3), 123-143.
  • Zulaiha, S., Mulyono, H., & Ambarsari, L. (2020). An investigation into EFL teachers' assessment literacy: Indonesian teachers' perceptions and classroom practice. European Journal of Contemporary Education, 9(1), 189-201. https://doi.org/10.13187/ejced.2020.1.189
  • Zulaiha, S., & Mulyono, H. (2020). Exploring junior high school EFL teachers’ training needs of assessment literacy. Cogent Education, 7(1), 1772943. https://doi.org/10.1080/2331186X.2020.1772943
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce, Eğitimde Ölçme ve Değerlendirme (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

İrem Aydın 0000-0001-6750-9328

Devrim Höl 0000-0001-5151-2581

Gönderilme Tarihi 13 Kasım 2025
Kabul Tarihi 10 Şubat 2026
Yayımlanma Tarihi 1 Mart 2026
DOI https://doi.org/10.31464/jlere.1822952
IZ https://izlik.org/JA45EY68NW
Yayımlandığı Sayı Yıl 2026 Cilt: 12 Sayı: 1

Kaynak Göster

APA Aydın, İ., & Höl, D. (2026). Enhancing Classroom Assessment: Practical Insights into Turkish EFL Teachers’ Strengths and Challenges. Dil Eğitimi ve Araştırmaları Dergisi, 12(1), 96-128. https://doi.org/10.31464/jlere.1822952

Amaç ve Kapsam

Dil Eğitimi ve Araştırma Dergisi (JLERE), okul öncesinden yükseköğretime dek her düzeye ilişkin anadili ve yabancı dil eğitimi ve öğrenimi alanlarında özgün ve bilimsel makaleler yayımlayarak alanyazın birikimi oluşturmayı ve ilgililerin akademik gelişimlerine katkıda bulunmayı amaçlamaktadır. 

Dil Eğitimi ve Araştırma Dergisi okul öncesinden yükseköğretime dek her düzeyde dil eğitimiyle ilgili özgün ve bilimsel makaleler yayınlama amacı doğrultusunda dil eğitimi ve buna dönük araştırmalarla ilgili herhangi bir konuda İngilizce ya da Türkçe yazılmış her türlü özgün, kuramsal, kavramsal ya da yöntem bilimsel makaleleri değerlendirmeye almaktadır. Dergiye gönderilecek yazıların daha önce yayınlanmamış veya başka bir yayınevine değerlendirilmek üzere gönderilmemiş olması gerekmektedir. 

Authors are kindly asked to refer to Author Guidelines and Manuscript Templates for detailed information on the formatting issues. All manuscripts to be submitted should be written based on the author guidelines and formatted on the manuscript templates and APA referencing style. Author(s) cannot submit previously submitted but rejected manuscripts at the end of the review process.

Yazarların, biçimlendirme sorunlarına ilişkin ayrıntılı bilgi için Yazar Kılavuzu ve Makale Şablonlarına başvurmaları rica olunur. Gönderilecek tüm yazılar yazım kurallarına uygun olarak yazılmalı, makale şablonları APA referans stiline göre düzenlenmelidir. Yazar(lar) daha önce gönderilmiş ancak reddedilmiş çalışmalarını değerlendirme süreci sonunda gönderemezler.

Journal of Language Education and Research follows the guidelines of the Committee on Publication Ethics (COPE), which are available on www.publicationethics.org.

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https://publicationethics.org/files/Code%20of%20Conduct_2.pdf

Atıf Dizinleri

Türk Eğitim İndeksi
MLA International Bibliography
TR Dizin
DRJI
ResearchBib
JIFACTOR
CEEOL

Baş Editör

Hakan Ülper
Hakan ÜLPER
Dilbilim, Türkçe Eğitimi

Editörler Kurulu

Default avatar
Ferit KILIÇKAYA

Ferit Kılıçkaya, Burdur Mehmet Akif Ersoy Üniversitesi Yabancı Diller Eğitimi Bölümünde İngilizcenin Yabancı Dil olarak öğretimi alanında Profesör olarak çalışmaktadır. Teknolojinin dil eğitiminde kullanımı, olası faydaları ve zararları ve ayrıca ölçme ve değerlendirme başlıca çalışma alanlarıdır. Bu alanlarla ilgili ulusal ve uluslararası yayımlanmış makale ve kitap bölümleri bulunmaktadır. İleti adresi: ferit.kilickaya@gmail.com
Erken İngilizce Dilleri, İkinci Bir Dil Olarak İngilizce, Eğitimde Ölçme ve Değerlendirme (Diğer)
Hakan Ülper
Hakan ÜLPER
Dilbilim, Türkçe Eğitimi
Gökhan Çetinkaya
Gökhan ÇETİNKAYA
Dilbilim, Eğitim, Türkçe ve Sosyal Bilimler Eğitimi, Türkçe Eğitimi

Yardımcı Editör

Default avatar
Zehra Nur BAYINDIR PAMPAL
Türkçe ve Sosyal Bilimler Eğitimi, Türkçe Eğitimi

Yayım Danışma Kurulu

Hakan Ülper
Hakan ÜLPER
Dilbilim, Türkçe Eğitimi
Kutlay Yağmur
Kutlay YAĞMUR
Toplumsal Dilbilim
Default avatar
Ferit KILIÇKAYA

Ferit Kılıçkaya earned his Bachelor of Arts degree in English Language Teaching (ELT) from Boğaziçi University, where he also pursued coursework in educational technology to complement his degree. He subsequently worked as an English language teacher at various institutions before furthering his academic pursuits. He obtained his Master of Arts and Doctor of Philosophy degrees in ELT from Middle East Technical University in Ankara, Turkey. Currently, Kılıçkaya is a teacher educator and researcher in TESOL (Teaching English to Speakers of Other Languages) at the Department of Foreign Language Education at Burdur Mehmet Akif Ersoy University, Turkey. His research interests encompass a broad range of topics related to language learning and technology, with particular focus on the potential benefits and drawbacks of using technology in language teaching and learning. Additionally, he is interested in language testing and evaluation and has conducted research on topics such as peer feedback, online quizzes, and washback. Kılıçkaya has an extensive publication record in prestigious international academic journals such as ReCALL, Computer-Assisted Language Learning, British Journal of Educational Technology, and Journal of Teaching English with Technology. Furthermore, he has authored several book chapters in internationally recognized publishers.
Dil Kullanım Bilimi
Default avatar
Joanna KİC-DRGAS
İkinci Bir Dil Olarak İngilizce, Dil Edinimi
Default avatar
Işıl ULUÇAM-WEGMANN
Dil Çalışmaları (Diğer), Eğitim
Default avatar
Jaroslaw KRAJKA
İkinci Bir Dil Olarak İngilizce
Gökhan Çetinkaya
Gökhan ÇETİNKAYA
Dilbilim, Eğitim, Türkçe ve Sosyal Bilimler Eğitimi, Türkçe Eğitimi
Default avatar
Marek KRAWİEC
İkinci Bir Dil Olarak İngilizce, Okul Dışı Öğrenme
Default avatar
Sorina GEORGESCU

Ph.D. Lecturer of English (TEFL certified)

Editor-in-Chief - HyperCultura (2012-2025)

Network Editor - H-Slavery (2023-present); Executive Council Member - H-Net (January 2025-)

Researcher and blogger at Discussing Slavery: Conferences, Articles, Book Reviews, Translations

https://orcid.org/0000-0003-0595-2767
İletişim Çalışmaları, İkinci Bir Dil Olarak İngilizce, Profesyonel Yazarlık ve Gazetecilik Uygulaması

Dil Editörü

Default avatar
Hatice ALTUN

I am a seasoned educator and researcher with a Ph.D. in Foreign and Second Language Education from SUNY Buffalo, supported by a prestigious Fulbright Scholarship. My research focuses on multilingualism, translanguaging, and second-language socialization. I have extensive experience teaching EFL, ESL, and Turkish as a second language across diverse educational contexts, including U.S., Turkey, and China higher education institutions. I am passionate about promoting language learning through socially just and inclusive pedagogies. I have also contributed to numerous publications in indexed journals and presented my work at international conferences.
İkinci Bir Dil Olarak İngilizce, Dil Çalışmaları (Diğer), Uygulamalı Dilbilim ve Eğitim Dilbilimi , Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

________________________________________________

Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi

https://dergipark.org.tr/en/pub/jlere

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