Language assessment literacy of teachers in an English medium of instruction university: Implications for ELT training in Pakistan
Amina Shahzadi & Ana Maria Ducasse, RMIT University, Melbourne
Volume 11, Issue 1, 2022
Abstract: In Pakistan, English is the official language and a high level of proficiency is considered a passport to success (Manan et al., 2016). However, little is known about Pakistani English teachers’ assessment knowledge and training needs. This study investigates the language assessment literacy of English language teachers at a multi-campus English Medium Instruction university in Pakistan. The aims were (1) to evaluate whether the EAP teachers were equipped, academically and professionally, to design and conduct language assessment; (2) to document teachers’ language assessment challenges in context and (3) to consult teachers on their training needs in assessment. Data comprised questionnaires, semistructured interviews, and ELT curriculum documents. The analysis revealed little or no training in LAL, large classes, a crowded curriculum, and mixed student abilities impacting on language assessment practices. Implications are discussed for the training needed to support teachers’ language assessment practices that underpin student success in EMI programs.
Keywords: language assessment literacy, classroom-based assessment, English for Academic Purposes, English Medium of Instruction, teacher training