Exploring Teachers’ Beliefs and Practices of Formative Writing Assessment: A Case Study of a Novice Secondary Teacher in Mainland China (74427)
Session Chair: Afrianto Daud
Saturday, 25 November 2023 14:15
Session: Session 3
Room: Room F (Live Stream)
Presentation Type: Live-Stream Presentation
Formative writing assessment has gained increased attention in research, but there is limited knowledge about how it is implemented in actual classroom settings, especially in English as a foreign language (EFL) contexts at the secondary school level. For many EFL students, the classroom is their primary platform for developing their second language (L2) writing skills, and teachers play an essential role in promoting their learning outcomes. By exploring teachers’ beliefs and practices of formative writing assessment, we can enhance our understanding of current practices and provide pedagogical implications for the development of teacher education.
This case study focused on how a novice transborder teacher applied her learning in an English as a second language (ESL) context to design and implement formative writing assessment in an authentic EFL context. Based on interviews, voice memos, documents, and feedback samples from the teacher, this study suggested that the teacher provided students with ample opportunities to practice writing and offered appropriate scaffolding along the way. The results also showed that the teacher attempted to combine written corrective feedback (WCF) with feedback initiated by the students. However, WCF continued to be the primary source of feedback due to the students’ limited English proficiency. Finally, the findings revealed that teacher education might not place sufficient emphasis on L2 writing pedagogy and assessment literacy. The research results provide implications for teacher education and future research.
Authors:
Xiaohan Liu, University of Exeter, United Kingdom
About the Presenter(s)
Ms Xiaohan Liu is a University Doctoral Student at University of Exeter in United Kingdom
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