iranian efl teachers' beliefs about dynamic assessment: does context make a difference?

Dynamic assessment (da), premised on vygotsky s sociocultural theory (sct), constitutes a valuable venue for language teachers to promote the dialectical praxis and awareness of language assessment and teaching in the efl context. in spite of the surge of interest in the importance of da in assessing the dynamically emergent abilities, little has been written down regarding efl teachers' attitudes toward da. the current study attempted to fill that void by unearthing iranian efl teachers' beliefs about da and also to determine if there is a statistically significant difference between university and language institute teachers' attitudes with regard to da. to this end, forty iranian efl teachers in the two contexts (i.e., universities and language institutes) were selected through purposive and snowball sampling procedures. adopting an exploratory design, the researchers collected the data through an email interview. the results of the chisquare tests indicated that there is no significant difference in the attitudes of university and language institute teachers toward da, and both groups held a positive attitude toward it. in addition, the content analysis of the data resulted in the emergence of three major themes namely, teachers' classroom assessment practices, efl teachers' attitudes toward da, and impediments to applying da principles in efl classes. the findings of this study cater for implications for teachers to voice their concerns about the edifice of language testing and assessment in iran.

Iranian EFL Teachers' Beliefs about Dynamic Assessment: Does Context Make a Difference?

Dynamic assessment (DA), premised on Vygotsky #39;s Sociocultural Theory (SCT), constitutes a valuable venue for language teachers to promote the dialectical praxis and awareness of language assessment and teaching in the EFL context. In spite of the surge of interest in the importance of DA in assessing the dynamically emergent abilities, little has been written down regarding EFL teachers #39; attitudes toward DA. The current study attempted to fill that void by unearthing Iranian EFL teachers #39; beliefs about DA and also to determine if there is a statistically significant difference between university and language institute teachers #39; attitudes with regard to DA. To this end, forty Iranian EFL teachers in the two contexts (i.e., universities and language institutes) were selected through purposive and snowball sampling procedures. Adopting an exploratory design, the researchers collected the data through an Email interview. The results of the Chisquare tests indicated that there is no significant difference in the attitudes of university and language institute teachers toward DA, and both groups held a positive attitude toward it. In addition, the content analysis of the data resulted in the emergence of three major themes namely, teachers #39; classroom assessment practices, EFL teacher #39;s attitudes toward DA, and impediments to applying DA principles in EFL classes. The findings of this study cater for implications for teachers to voice their concerns about the edifice of language testing and assessment in Iran.