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Learning-Oriented Assessment in Iraqi High Schools: A Mixed-Methods Exploration of EFL Teachers' Perceptions and Practices | ||
| Interdisciplinary Studies in English Language Teaching | ||
| دوره 3، شماره 2 - شماره پیاپی 6، 2025، صفحه 31-52 اصل مقاله (493.05 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22080/iselt.2026.29439.1105 | ||
| نویسندگان | ||
| Mahmoud Moradi Abbasabady* 1؛ Masoumeh Tayyebi2؛ Ebtissam Hamoodi Shkhair3 | ||
| 1Department of English Language and Literature, University of Mazandaran, Babolsar, Iran | ||
| 2Department of English Language and Literature, Islamic Azad University, Savadkooh Branch, Mazandaran, Iran | ||
| 3Department of English Language and Literature, University of Mazandaran, Babolsar, Iran. | ||
| تاریخ دریافت: 17 خرداد 1404، تاریخ بازنگری: 27 مهر 1404، تاریخ پذیرش: 06 آبان 1404 | ||
| چکیده | ||
| Learning-Oriented Assessment (LOA) has emerged as a prominent approach to classroom-based assessment, emphasizing learner engagement, feedback, and the integration of assessment with instruction. For English as a Foreign Language (EFL) teachers, adopting LOA is particularly important in exam-driven educational contexts. However, there is limited empirical research on how Iraqi EFL teachers perceive and apply LOA in practice. This mixed-methods study investigates high school EFL teachers’ perceptions, practices, and perceived challenges related to LOA in Iraq. Data were collected through a researcher-developed questionnaire (n = 100) and semi-structured interviews (n = 10). Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically coded to capture recurring patterns and themes. The findings indicate that while teachers generally hold positive views of LOA and recognize its benefits for student learning, there is a gap between their beliefs and classroom practices, with a continued reliance on traditional assessment methods such as standardized tests and summative examinations. Key challenges identified include large class sizes, limited teacher training, and low student motivation. The study highlights the need for targeted professional development to support the effective implementation of LOA in Iraqi EFL classrooms. | ||
| کلیدواژهها | ||
| Learning-Oriented Assessment؛ EFL Teachers؛ Teacher Perceptions؛ Iraqi Education؛ Assessment Practices؛ Mixed Methods | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 52 تعداد دریافت فایل اصل مقاله: 41 |
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