An Investigation into Language Assessment Literacy Level and Practices of EFL Teachers at Yahia Fares University of Medea

Abstract

A variety of key components are necessary for effective language teaching and learning, one of which is teachers' language assessment literacy. This descriptive study aims at investigating the language assessment literacy (LAL) level and practices of English as a foreign language teachers (EFL) at Yahia Fares University of Medea. In terms of methodology, a mixed-methods research design was adopted. In this regard, the study employed two data collection methods, namely: a questionnaire and an interview with teachers from the Foreign Languages Department (English section). The questionnaire provided quantitative data for statistical analysis, while the interviews allowed for in-depth exploration and understanding of the teachers' language assessment literacy level and practices. The findings obtained from the collected data revealed that EFL teachers are literate concerning assessment, but their knowledge needs to be updated. Moreover, lack of training was also among the influential weaknesses because its impact would reinforce teachers' assessment practices. Overall, EFL teachers at Yahia University of Medea considered their level of proficiency in language assessment to be moderate. However, training is still required. This study ends with several implications and suggestions contributing to the enhancement of language assessment practices in the context of English language in higher education.