Reading Assessment Literacy: Investigating Knowledge, Skills, and Conceptions of Chinese Junior High School EFL Teachers

Authors

  • Lingyi Zhou

    College of International Studies, Yangzhou University, Yangzhou, China
  • Fengdan Shen

    Graduate School of Humanities, Nagoya University, Aichi-ken, Japan
  • Yufang Feng

    College of International Studies, Yangzhou University, Yangzhou, China

DOI:

https://doi.org/10.30564/fls.v6i5.6841
Received: 7 July 2024 | Revised: 23 August 2024 | Accepted: 27 August 2024 | Published Online: 11 November 2024

Abstract

Although assessment plays a critical role in English reading teaching, studies exploring teachers’ reading assessment literacy are comparatively rare. This study investigated 199 Chinese junior high school EFL teachers’ knowledge, skills, and conceptions of reading assessment through a questionnaire, which was validated through structural equation modeling (SEM). Results showed that the teachers reported pertinent knowledge, professional skills, and positive conceptions about English reading assessment, but some teachers still lacked certain educational assessment knowledge, failed to effectively select English reading materials and design reading assessment tasks, and neglected the impact of English reading assessment on the macro social environment. Implications were discussed concerning how to improve teachers’ assessment literacy in English reading teaching.

Keywords:

Reading Assessment Literacy; Chinese Junior High School EFL Teachers; Knowledge; Skills; Conceptions

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How to Cite

Zhou, L., Shen, F., & Feng, Y. (2024). Reading Assessment Literacy: Investigating Knowledge, Skills, and Conceptions of Chinese Junior High School EFL Teachers. Forum for Linguistic Studies, 6(5), 336–348. https://doi.org/10.30564/fls.v6i5.6841

Issue

Vol. 6 , Iss. 5 (November 2024)

Article Type

Article

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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