@article { author = {Sadeghi, Karim}, title = {EDITORIAL}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {-}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120607}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_120607.html}, eprint = {https://ijltr.urmia.ac.ir/article_120607_d3dec48e3be9168a9c762194d3906d70.pdf} } @article { author = {Douglas, Dan}, title = {Introduction: An Overview of Assessment and Teaching}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {1-7}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120597}, abstract = {The use of classroom assessments to enhance teaching and learning is an important issue in contemporary language teaching practice.  Meaningful assessment activities help learners see what quality academic work is like and foster dialogue to help them engage independently with feedback.  This Introduction discusses a number of dimensions to take account of in assessment for teaching, as well as various approaches to assessment, many of which do not involve tests per se.  The paper also discusses Assessment Literacy, the elements of assessment knowledge and practice that language teachers should be aware of as they work to incorporate assessment into their classroom planning.  Finally, the five papers in the Special Issue are introduced. }, keywords = {language assessment,evaluation,measurement,test,assessment literacy}, url = {https://ijltr.urmia.ac.ir/article_120597.html}, eprint = {https://ijltr.urmia.ac.ir/article_120597_73a736fe2eb9a99b132ff4e260cd292e.pdf} } @article { author = {Green, Anthony}, title = {Assessment for Learning in Language Education}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {9-18}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120598}, abstract = {This paper describes the growing interest in assessment for learning (AfL) approaches in language education. It explains the term, traces the origins of AfL in developments in general education and considers the evidence for its claimed impact on learning outcomes. The paper sets out some of the challenges involved in researching, implementing and evaluating AfL initiatives in the context of language teaching and learning and considers how this may impact on our field in the future.}, keywords = {assessment for learning,learning oriented assessment,feedback,classroom assessment,teacher assessment}, url = {https://ijltr.urmia.ac.ir/article_120598.html}, eprint = {https://ijltr.urmia.ac.ir/article_120598_7653cc6c8c69938546c2509be0ad0298.pdf} } @article { author = {Lam, Ricky}, title = {Understanding Assessment as Learning in Writing Classrooms: The Case of Portfolio Assessment}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {19-36}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120599}, abstract = {In response to global assessment reforms, using assessment for learning (AfL) in various education jurisdictions is on the rise. However, using assessment as learning (AaL) appears to enjoy a low profile in language learning in general and in L2 writing in particular. To this end, the paper intends to describe what AaL is in relation to AfL, argue for its pedagogical values when applied in L2 writing classrooms, and propose suggestions on how to include AaL into existing curriculum and policy. The paper has three constructive outcomes. First, it provides scholars with a unifying and explicit notion of AaL. Second, it adds new insights to research that AaL is theoretically sound and pedagogically viable in the writing assessment landscape. Third, AaL is considered a much-needed twenty-first century study skill for life-long learning. The paper is structured into five sections. The first part introduces the origin, features, purposes of AaL in relation to AfL, followed by the aim of the paper. The second part discusses the theoretical underpinnings of AaL using the theories of formative assessment and self-regulated learning, emphasizing the significance of internal feedback in learning writing. The third part delineates various writing assessment trends, depicting a paradigm shift from large-scale to individualized assessments. The fourth part adopts portfolio assessment of writing as a case, describing its definition, application, characteristics and examples of putting AaL into practice, and addressing issues when portfolio assessment is utilized to promulgate AaL. The final part of the paper revisits whether the goals of the paper are fulfilled, and proposes how to improve teaching and learning of writing by synergizing assessment of learning (AoL), AfL and AaL. }, keywords = {assessment as learning,assessment for learning,self-regulated learning,classroom-based assessment,L2 writing}, url = {https://ijltr.urmia.ac.ir/article_120599.html}, eprint = {https://ijltr.urmia.ac.ir/article_120599_379d956b5b8eb48a755fd5b441cb489f.pdf} } @article { author = {Ahmadi Safa, Mohammad and Beheshti, Shima}, title = {Interactionist and Interventionist Group Dynamic Assessment (GDA) and EFL Learners' Listening Comprehension Development}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {37-56}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120600}, abstract = {Drawing on sociocultural theory, this study explored the impact of interactionist and interventionist approaches to group dynamic assessment (GDA) on Iranian intermediate English as a foreign language (EFL) learners' listening comprehension development. To this end, 90 intermediate EFL learners were divided into two experimental and a control group. To ensure homogeneity of the proficiency level of participants, an abridged version of a sample TOEFL Junior Standard Test was administered to the participants. The listening comprehension section of the TOEFL Junior Standard Test served as the pre and post -tests. Participants of each major group were then assigned into five subgroups of four and two subgroups of five members. During 13 treatment sessions, in the first experimental group the researcher participated in the subgroups' class activities and applied interactionist approaches to interact and assist the group members in their listening comprehension activities. In the second experimental group, based on the sandwich model of interventionist approach to dynamic assessment, the researcher, while participating in the groups' activities, provided the group members with a range of more implicit to explicit appropriate feedback. However, in the control group, the traditional summative forms of assessment were applied and interactive or interventionist DA assessment were avoided. The analyses including one sample T-Tests, ANOVA, and Tukey HSD post-hoc revealed that interactionist GDA was the most effective procedure for the intermediate EFL learners' listening comprehension development. Moreover, although interventionist GDA procedure seemed to be more effective than NDA procedure of the control group, the superiority was not statistically significant. The findings underscore the primacy of interactive patterns of GDA and imply that the more the practitioners side away from unilateral and authoritative approaches of pedagogy in favor of the interactive and cooperative approaches, their educational endeavors will be more effective and consistent with the pedagogical objectives set for the listening comprehension development of EFL learner. }, keywords = {EFL,Interactionist GDA,Interventionist GDA,listening comprehension}, url = {https://ijltr.urmia.ac.ir/article_120600.html}, eprint = {https://ijltr.urmia.ac.ir/article_120600_8ca37cb54d3b751a330edc903a59d60e.pdf} } @article { author = {Tajeddin, Zia and Alemi, Minoo and Yasaei, Hasti}, title = {Classroom Assessment Literacy for Speaking: Exploring Novice and Experienced English Language Teachers’ Knowledge and Practice}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {57-77}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120601}, abstract = {Despite many studies on assessment literacy, scant attention has been devoted to classroom assessment literacy for speaking. To bridge this gap, the present study set out to explore novice and experienced English as a foreign language (EFL) teachers’ classroom assessment literacy for speaking. Twenty-six novice and experienced EFL teachers first completed three scenarios to collect data about their practices for speaking assessment. Afterwards, they went through semi-structured interview to elicit their speaking assessment knowledge. Both scenarios and interviews were framed using Xu and Brown’s (2016) six-component framework of teacher assessment literacy. The focus of this study was on the teacher knowledge base, which is the second component in this framework and consists of knowledge of assessment purposes, content/criteria, and methods. Novice and experienced EFL teachers’ scenario data were content analyzed through a summative approach, which led to the discovery of formative assessment and diagnostic assessment as their knowledge of assessment purposes in practice. Moreover, this analysis shed light on the teachers’ six assessment criteria in practice, including accuracy, fluency, vocabulary, pronunciation, communication, and content. As to the teachers’ assessment methods in practice, the findings revealed their use of role play, monolog, picture story, and questions and answers. The interview data were transcribed and content analyzed through a summative approach as well, which resulted in three main categories of assessment purposes: formative assessment, diagnostic assessment, and summative assessment. Besides knowledge of assessment purposes, the interview data substantiated the scenario findings about the teachers’ assessment criteria and their beliefs about various assessment methods such as role plays, monologs, and authentic tasks. Although divergence between novice and experienced teachers’ beliefs was moderate, the data demonstrated more consistency in the experienced teachers’ assessment literacy for speaking. The findings imply that EFL teachers need awareness of their underlying knowledge about speaking, which is the product of their past education and language teaching experiences.}, keywords = {assessment literacy,teacher knowledge,teacher practice,speaking,novice teachers,experienced teachers}, url = {https://ijltr.urmia.ac.ir/article_120601.html}, eprint = {https://ijltr.urmia.ac.ir/article_120601_a6e33abe235e3aeaf21465fbd417af1e.pdf} } @article { author = {Farhady, Hossein and Tavassoli, Kobra}, title = {Developing a Language Assessment Knowledge Test for EFL Teachers: A Data-driven Approach}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {79-94}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120602}, abstract = {Language assessment knowledge (LAK) is essential for EFL teachers in developing sound assessments and making informed decisions about the progress and achievement of students. It is also essential to have sound measures of teachers’ LAK to help them improve their professional accomplishments. To address the issue, this study was designed in multiple stages to develop a test to measure EFL teachers’ LAK. First, EFL teachers’ needs were identified using an already validated questionnaire (Farhady & Tavassoli, forthcoming). Second, the topics identified through needs analysis were cross-checked with the topics in the assessment textbooks to assure appropriate content coverage. Third, based on the data obtained from needs assessment of 246 EFL teachers and the content of popular language assessment textbooks, a scenario-based LAK test with closed-item formats was developed in six parts, each focusing on one major area of language assessment. Fourth, after having the test reviewed by experts, it was revised and piloted with 50 EFL teachers, necessary revisions were made based on the results of piloting, and the test was finalized and administered to 164 EFL teachers. The data analysis revealed that contrary to teachers’ claims in needs assessment, the majority of them had low levels of LAK and they showed willingness to improve their LAK. Further, possible relationships between teachers’ LAK and their gender, field of study, educational level, teaching context, and teaching experience were investigated. The findings are presented and implications and applications of the study are explained.}, keywords = {assessment knowledge,Data-driven approach,EFL Teachers,language assessment knowledge,professional knowledge,teacher education,test development}, url = {https://ijltr.urmia.ac.ir/article_120602.html}, eprint = {https://ijltr.urmia.ac.ir/article_120602_54448c6c01caca9e98b4e72f8c1c194b.pdf} } @article { author = {Karami, Hossein}, title = {BOOK REVIEW: Introducing English for Specific Purposes}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {95-98}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120603}, abstract = {English has become the lingua franca in the international arena today. Hence, almost everyone who is somehow involved in the new globalized community should master this language. This is now truism to say that not all these people have the same needs. Hence, we must tailor our language courses to the needs of specific contexts and specific groups of people. That is partly what English for specific purposes (ESP) aims to do.}, keywords = {English for specific purposes}, url = {https://ijltr.urmia.ac.ir/article_120603.html}, eprint = {https://ijltr.urmia.ac.ir/article_120603_f4405164d9b9c9c3dec5622f5e279e9e.pdf} } @article { author = {Oroujlou, Nasser}, title = {BOOK REVIEW: Input, Interaction, and the Second Language Learner}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {99-102}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120604}, abstract = {The 2018 edition of 'Input, Interaction, and the Second Language Learner', along with a new preface, explores the roles of input and interaction in second language development and introduces the research studies that have shaped SLA from twenty years ago until now. It refers to diverse theories and surveys the stages that input go through before it can be used productively by language learners. Gass proposes input-interaction model that embraces diverse models in the literature and asserts that all models complement, rather than contradict, each other.}, keywords = {Input,Interaction,Second language learner}, url = {https://ijltr.urmia.ac.ir/article_120604.html}, eprint = {https://ijltr.urmia.ac.ir/article_120604_4b942f9885af1b5ef4880152d05b1eeb.pdf} } @article { author = {Sadeghi, Karim}, title = {INTERVIEW: An Interview with Professor Antony Kunnan}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {103-107}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120605}, abstract = {Antony John Kunnan teaches and does research on language assessment theory, practice, and policy. He is a professor in the Department of English at the University of Macau and Associate Dean of the Faculty of Arts and Humanities. His previous positions were at Nanyang Technological University, the University of Hong Kong, Tunghai University (as a Fulbright Professor), and California State University, Los Angeles. His latest book is titled Evaluating language assessments (Routledge, 2017). He also published two four-volume edited sets titled The Companion to Language Assessment (Wiley, 2014) and Language Testing and Assessment (Routledge, 2014). He has also published widely in journals and in edited collections. He was the founding editor of Language Assessment Quarterly, past president of the International Language Testing Association and the founding president of the Asian Association for Language Assessment. He also directs the Language Assessment Seminar Research Group at UM (see https://fah.umac.mo/laser/). What follows is an interview by Karim Sadeghi (KS) with Prof. Antony Kunnan (AK) on his professional life as well as recent trends in language assessment.}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_120605.html}, eprint = {https://ijltr.urmia.ac.ir/article_120605_b077a6734463b905414b95d86a7b4e69.pdf} } @article { author = {}, title = {Abstracts in Persian}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {Issue 3 (Special Issue)}, pages = {108-111}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_120606.html}, eprint = {https://ijltr.urmia.ac.ir/article_120606_3aea5e4f51d949b365681caf757c61d6.pdf} }