EFL teachers’ formative assessment literacy and developmental trajectories: A comparative study of face-to-face and blended teaching modes
Understanding Formative Assessment Literacy in EFL Contexts
In the realm of English as a Foreign Language (EFL) instruction, formative assessment literacy (FAL) is gaining increasing attention as a crucial skill set for teachers. FAL refers to teachers’ ability to design, interpret, and utilize formative assessments to support student learning effectively. For EFL teachers, who often work in diverse linguistic and cultural settings, formative assessment helps diagnose learning needs, guide instruction, and foster learner autonomy. As teaching modalities evolve, understanding how EFL teachers develop and apply FAL in different instructional settings becomes vital.
Face-to-Face vs. Blended Teaching: Shaping Assessment Practices
Traditional face-to-face teaching offers teachers rich, real-time insights into student performance through direct interaction and observation. These dynamics naturally support spontaneous formative assessment practices such as classroom questioning, peer feedback, and teacher-student conferences. In contrast, blended learning environments, which integrate online and offline teaching components, reshape these practices. Digital tools provide new assessment opportunities—like quizzes, forums, and analytics—but may limit the immediacy of feedback and personal engagement. Thus, the teaching mode can significantly impact how formative assessment is conceptualized and executed.
Developmental Trajectories in Assessment Literacy
The development of formative assessment literacy is not static; it evolves as teachers gain experience and adapt to new teaching modalities. In face-to-face settings, teachers often grow their FAL through direct classroom practice, mentorship, and in-service training. In blended environments, the trajectory may involve learning new technologies, experimenting with digital assessment tools, and navigating the complexities of asynchronous communication. A comparative study reveals that while both teaching modes foster growth, the pathways and challenges differ—face-to-face contexts emphasize interpersonal skills, while blended modes demand digital competence and adaptability.
Implications for Teacher Training and Policy
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