Hassan Soodmand Afshar is an associate professor in Applied Linguistics at Bu-Ali Sina University, Hamedan. He is also a member of Board of Directors of TELLSI (Teaching English Language and Literature Society of Iran). He has published extensively in both accredited international journals as well as in local journals.
This study investigated the relationship between attitude toward professional development, reflec... more This study investigated the relationship between attitude toward professional development, reflective teaching, self-efficacy, and Job Performance (JP) of Iranian English as a Foreign Language (EFL) teachers. To this end, 150 advanced Iranian EFL teachers completed three Likert-scale questionnaires including English Language Teaching Reflection Inventory, Iranian English Teacher Professional Development Needs Questionnaire, and Teacher Sense of Efficacy Scale. In addition, 550 advanced Iranian EFL learners of the same teachers completed a Likert-scale questionnaire called Successful Iranian English Teacher Questionnaire. The results of three separate Pearson Product Moment correlations revealed that there was a significant positive relationship between Iranian EFL teachers': a) reflective teaching and their job performance, b) self-efficacy and their job performance, c) attitude toward professional development and their job performance. Additionally, the results of Multiple Regre...
Based on the results of a needs analysis program, already conducted in a parallel study, a need-b... more Based on the results of a needs analysis program, already conducted in a parallel study, a need-based teacher professional development program (TPDP) was designed and implemented, which was supported by peer coaching (as a follow-up strategy) and evaluation to address the current needs of Iranian English teachers serving at public junior high schools and to offer suggestions for policy and practice. The effectiveness of the program was evaluated through various data collection methods (i.e. focus group discussions, questionnaires, and semistructured interviews) taking into account the perspectives of teachers, supervisors, and teacher educators. Besides, the possible effects of the program on students' foreign language achievement were investigated. The results of evaluations indicated that although needs-based peer-coached TPDPs were more likely to consolidate English teachers' knowledge, improve their teaching practices, and promote students' academic achievement, teacher education policy-makers and professional development (PD) designers/providers in Iran still followed more traditional approaches, keeping teachers in isolation and not allowing the exchange of ideas to take place among them. The results provide insights for and offer practical suggestions to education policy-makers and TPDP designers/providers in many developing countries including Iran to avoid future failures and discouraging outcomes due to the provision of improper TPDPs that do not take into account the actual professional needs of the teachers.
As part of a large-scale study, the study investigated the current professional development (PD) ... more As part of a large-scale study, the study investigated the current professional development (PD) needs of Iranian English teachers through a validated questionnaire and semistructured interviews. The results showed that such traditional approaches as one-shot workshops and self-study are the dominant PD methods through which inservice courses are presented to Iranian English teachers. The results of the needs analysis indicated there was a discrepancy between the content of the inservice PD programs presented to the teachers and their actual PD needs because the content of the courses is often selected by those other than the teachers themselves. Furthermore, the results showed that whereas inservice PD programs presented to the teachers mainly followed traditional methods, the teachers preferred such interactive and collaborative PD methods as interactive workshops, teacher study group, online teacher learning, peer observation, and supervised teaching practice. Based on the result...
This study investigated the cross-disciplinary variations in the generic structure of Introductio... more This study investigated the cross-disciplinary variations in the generic structure of Introduction sections of 52 Applied Linguistics and 52 Chemistry research articles drawing upon Swales‟ (2004) framework, taking into account the new insights proposed by Bhatia (2004), Shehzad (2008), and Lim (2012, 2014). To this end, in addition to collecting quantitative data and conducting frequency and Chi-square analyses, a number of semi-structured interviews were conducted with some Chemistry scholars and Applied Linguistics (ALs) experts for triangulation purposes. The results of the quantitative data analysis indicated that the two disciplines showed significant variations in the frequency with which they used some steps and sub-steps to realize the moves. The results of the qualitative content analysis of the interviews also helped understand why authors in each discipline might use a specific move/step more than the others and why a move/step was frequently used by the authors in one d...
Learning a foreign language has been related with some kind of knowledge of language... more Learning a foreign language has been related with some kind of knowledge of language learning strategies on the one hand, and some level of (test-taking) apprehension or tension on the other although a small amount of anxiety is normally expected as a natural warning symptom. The current study aimed at investigating the relationship between listening strategy use, test anxiety, and listening test performance of Iranian intermediate and advanced EFL learners. To this end, eighty (40 intermediate and 40 advanced) Iranian EFL learners took part in the study by completing Lee’s (1997) Listening Comprehension Strategy Questionnaire, Sarason’s (1975) Test Anxiety Scale (TAS), and two monologues of Listening test performance selected from Listening part of TOEFL. The results of Pearson product moment correlation analyses revealed a significant negative correlation between test anxiety and listening test performance, b...
The present study investigated the speaking skills problems faced by Iranian EFL freshmen and sen... more The present study investigated the speaking skills problems faced by Iranian EFL freshmen and seniors from their own and their English instructors’ perspectives. To this end, 238 Iranian EFL students (138 freshmen and 100 seniors) and 30 English instructors from various universities participated in the study by completing a validated speaking skills problems questionnaire. To triangulate the data, 30 EFL students (15 freshmen and 15 seniors) and ten English instructors, selected randomly from among the participants of the study, also sat a semi-structured interview. The results of the study revealed that some socially-related and instructor-related problems, the lack of teaching facilities, and the curricula of the education system of the country were among the major problem-creating factors for the freshmen’s and seniors’ speaking skills. Furthermore, the t-test results showed that overall there was no significant difference between the freshmen’s and the seniors’ perceptions of th...
This study explored the impact of task complexity on task performance of Iranian lower-intermedia... more This study explored the impact of task complexity on task performance of Iranian lower-intermediate and advanced language learners. It also investigated how working memory was related to task performance and mediated the influence of complexity conditions on language performance. Task complexity was operationalized by designing differing tasks along the +/- reasoning and the +/- few elements dimensions. Eighty Iranian EFL learners (40 lower-intermediate and 40 advanced) carried out argumentative tasks which differed in complexity level. Working memory capacity was measured by applying the Persian translation of Wechsler's (1987) working memory test, and task performance was measured in terms of accuracy and fluency. The results revealed that for lower-intermediate learners, task complexity led to decrease in accuracy in the complex tasks, while fluency was boosted in simple task condition. For advanced learners, task complexity resulted in improved accuracy, while fluency decrea...
The study investigated the relationship between Iranian EFL teachers' perception of critical ... more The study investigated the relationship between Iranian EFL teachers' perception of critical pedagogy (CP) and reflective teaching (RT), the possible effect of gender, academic degree, and teaching experience on teachers’ perceptions of CP, the possible differences among the three groups of teachers of universities, public schools and private language institutes regarding their perception of CP and also the possible difference between the reported CP perception of teachers and their actual classroom implementation. The instruments adopted for data collection purposes included the CP Questionnaire developed by Pishvaei and Kasaian (2013) and the RT Inventory developed by Akbari, Behzadpour and Dadvand (2010) which were validated through pilot-testing and factor analysis. Then, the CP Classroom Observation Checklist, was developed by the researchers and was viewed by an expert. The results of one-way ANOVA showed that there were significant differences among the three groups of un...
This genre-based study investigated the cross-disciplinary variations in the rhetorical structure... more This genre-based study investigated the cross-disciplinary variations in the rhetorical structure of the Discussion sections of 104 applied linguistics and chemistry research articles (RAs), drawing upon Basturkmen’s (2009, 2012) framework and taking into account the new insights proposed by Bhatia (2004), Shehzad (2008), and Lim (2012). To this end, in addition to collecting quantitative data and conducting frequency and chi-square analyses, a number of semistructured interviews were also conducted with some distinguished chemistry scholars and applied linguistics experts to triangulate the data and get a fuller understanding of the quantitative results. Results of the chi-square analyses revealed significant variations in the way the authors in the 2 disciplines employed moves, steps, and substeps to realize the purpose of the Discussion sections. Findings might prove fruitful for postgraduate students and novice researchers in chemistry and applied linguistics to help them write ...
As part of a large-scale study, the current study explored the barriers perceived by Iranian EFL ... more As part of a large-scale study, the current study explored the barriers perceived by Iranian EFL teachers to impede their professional development. To this end, 200 EFL teachers teaching at various private foreign language institutes participated in the study. The study enjoyed a mixed-method design. That is, first, a semi-structured interview was conducted with 50 participants of the study on the basis of which the barriers to teachers’ PD questionnaire (BTPDQ) was developed and validated. The results of the interview content analysis and the findings of the descriptive statistics of BTPDQ revealed the barriers were attributed to three major factors including ‘teachers themselves’ (e.g., lack of motivation, lack of teamwork spirit, etc.), ‘managers of the language institutes’ (e.g., institutes’ not having organized plans for PD, low payments, etc.), and ‘educational policy-makers’ (e.g., curriculum developers’ top-to-down managerial behavior, etc.). The findings might prove fruitfu...
The idea that language learning is facilitated or inhibited by a multitude of factors has prompte... more The idea that language learning is facilitated or inhibited by a multitude of factors has prompted scholars in the field to investigate variables considered to be crucial in the process of second or foreign language learning. This study investigated relationships between emotional intelligence, learning style, language learning strategy use, and the L2 achievement of Iranian EFL learners. One hundred and thirty eight Iranian EFL learners participated in the study by completing three Likert-scale questionnaires: the 'Emotional Quotient Inventory' (Bar-on, 1997), the 'Learning Style Questionnaire' (Kolb, 1984), and the 'Strategy Inventory for Language Learning' (Oxford, 1990). Also, the participants' final scores in the previous four terms were collected and their average was regarded as their L2 achievement. The results of Pearson correlation analyses revealed there was no statistically significant relationship between learning styles and L2 achievement; h...
As a mixed-method study, the paper investigated EFL test-takers’ perceptions of paired speaking t... more As a mixed-method study, the paper investigated EFL test-takers’ perceptions of paired speaking tests and the role of interlocutor variables (i.e., peer interlocutor’s acquaintanceship, gender and proficiency level) in pairing in a Cambridge English Language Assessment Open Centre. The participants (N=148), having experienced sitting either live paired speaking tests of Cambridge ESOL (group P, n= 53) or only IELTS solo interview, (group S, n=48) or both (group P-S, n=47), completed a validated Likert-scale questionnaire. Sixty three of the participants also attended, on a voluntary basis, a semi-structured interview. The findings indicated group P test-takers had significantly more positive perceptions of paired/group speaking tests than their counterparts in group P-S, who in turn had significantly more positive perceptions of pairing than group S participants. Also, the interview results revealed the majority of the participants preferred friend, same-proficiency-level, and same-...
This study investigated the characteristics of effective secondary school Iranian EFL teachers fr... more This study investigated the characteristics of effective secondary school Iranian EFL teachers from students’ and teachers’ perspectives. To this end, 376 junior secondary school students and 32 EFL teachers teaching at various Iranian secondary schools participated in the study. A validated open-ended questionnaire was distributed among the student and teacher participants and asked for their opinions on key characteristics of an effective EFL teacher. A semi-structured interview was also conducted with the teacher participants to investigate why they deemed the characteristics important. The results of the content analysis of the data obtained from the questionnaire and the interview indicated that students and teachers were approximately of the same opinion, both highlighting teachers’ professional qualities (e.g., knowledge of the subject matter, ability to impart knowledge properly, etc.), classroom management-related qualities (e.g., involving all students by assigning pair w...
The present study investigated the possible difference between EFL teachers’ beliefs and their ac... more The present study investigated the possible difference between EFL teachers’ beliefs and their actual classroom practices. To this end, 210 Iranian EFL teachers (103 teachers from high schools and 107 from language institutes) participated in the study. The 45-item Likert-scale Beliefs About Language Learning Inventory (BALLI) developed originally by Horwitz, (1985) and validated by Kasraee Nejad (2014) for the context of Iran and an observation checklist, devised and validated by the researchers, comprised the data collection instruments adopted in the current study. The results of paired t-test revealed statistically significant differences between beliefs of Iranian EFL teachers and their actual classroom practices. Moreover, the results of Independent Samples t-test indicated that the two groups of high school and language institute teachers were significantly different with regard to their beliefs on language learning. In addition, the results of Chi-square analysis demonstrate...
This study investigated the impact of Iranian EAP teachers’ familiarity with or knowledge of alte... more This study investigated the impact of Iranian EAP teachers’ familiarity with or knowledge of alternative assessment (AA), teaching experience, academic degree and gender on their assessment literacy. To this end, 106 EAP teachers (74 males and 32 females) holding PhD degree (N=77) or MA/MSc degree (N=29) in different fields of study selected based on convenience sampling, participated in the study. The participants completed Classroom Assessment Literacy Inventory (CALI) developed by Mertler and Campbell (2005). The results of descriptive statistics indicated that observation, as one form of AA, was used most frequently by EAP teachers. The results of Independent Samples t-test showed that EAP teachers’ knowledge of AA significantly differentiated them in terms of assessment literacy. The results of Independent Samples t-test further showed that there was no significant difference between male and female EAP teachers regarding their assessment literacy, while EAP teachers who held P...
This study investigated the relationship between attitude toward professional development, reflec... more This study investigated the relationship between attitude toward professional development, reflective teaching, self-efficacy, and Job Performance (JP) of Iranian English as a Foreign Language (EFL) teachers. To this end, 150 advanced Iranian EFL teachers completed three Likert-scale questionnaires including English Language Teaching Reflection Inventory, Iranian English Teacher Professional Development Needs Questionnaire, and Teacher Sense of Efficacy Scale. In addition, 550 advanced Iranian EFL learners of the same teachers completed a Likert-scale questionnaire called Successful Iranian English Teacher Questionnaire. The results of three separate Pearson Product Moment correlations revealed that there was a significant positive relationship between Iranian EFL teachers': a) reflective teaching and their job performance, b) self-efficacy and their job performance, c) attitude toward professional development and their job performance. Additionally, the results of Multiple Regre...
Based on the results of a needs analysis program, already conducted in a parallel study, a need-b... more Based on the results of a needs analysis program, already conducted in a parallel study, a need-based teacher professional development program (TPDP) was designed and implemented, which was supported by peer coaching (as a follow-up strategy) and evaluation to address the current needs of Iranian English teachers serving at public junior high schools and to offer suggestions for policy and practice. The effectiveness of the program was evaluated through various data collection methods (i.e. focus group discussions, questionnaires, and semistructured interviews) taking into account the perspectives of teachers, supervisors, and teacher educators. Besides, the possible effects of the program on students' foreign language achievement were investigated. The results of evaluations indicated that although needs-based peer-coached TPDPs were more likely to consolidate English teachers' knowledge, improve their teaching practices, and promote students' academic achievement, teacher education policy-makers and professional development (PD) designers/providers in Iran still followed more traditional approaches, keeping teachers in isolation and not allowing the exchange of ideas to take place among them. The results provide insights for and offer practical suggestions to education policy-makers and TPDP designers/providers in many developing countries including Iran to avoid future failures and discouraging outcomes due to the provision of improper TPDPs that do not take into account the actual professional needs of the teachers.
As part of a large-scale study, the study investigated the current professional development (PD) ... more As part of a large-scale study, the study investigated the current professional development (PD) needs of Iranian English teachers through a validated questionnaire and semistructured interviews. The results showed that such traditional approaches as one-shot workshops and self-study are the dominant PD methods through which inservice courses are presented to Iranian English teachers. The results of the needs analysis indicated there was a discrepancy between the content of the inservice PD programs presented to the teachers and their actual PD needs because the content of the courses is often selected by those other than the teachers themselves. Furthermore, the results showed that whereas inservice PD programs presented to the teachers mainly followed traditional methods, the teachers preferred such interactive and collaborative PD methods as interactive workshops, teacher study group, online teacher learning, peer observation, and supervised teaching practice. Based on the result...
This study investigated the cross-disciplinary variations in the generic structure of Introductio... more This study investigated the cross-disciplinary variations in the generic structure of Introduction sections of 52 Applied Linguistics and 52 Chemistry research articles drawing upon Swales‟ (2004) framework, taking into account the new insights proposed by Bhatia (2004), Shehzad (2008), and Lim (2012, 2014). To this end, in addition to collecting quantitative data and conducting frequency and Chi-square analyses, a number of semi-structured interviews were conducted with some Chemistry scholars and Applied Linguistics (ALs) experts for triangulation purposes. The results of the quantitative data analysis indicated that the two disciplines showed significant variations in the frequency with which they used some steps and sub-steps to realize the moves. The results of the qualitative content analysis of the interviews also helped understand why authors in each discipline might use a specific move/step more than the others and why a move/step was frequently used by the authors in one d...
Learning a foreign language has been related with some kind of knowledge of language... more Learning a foreign language has been related with some kind of knowledge of language learning strategies on the one hand, and some level of (test-taking) apprehension or tension on the other although a small amount of anxiety is normally expected as a natural warning symptom. The current study aimed at investigating the relationship between listening strategy use, test anxiety, and listening test performance of Iranian intermediate and advanced EFL learners. To this end, eighty (40 intermediate and 40 advanced) Iranian EFL learners took part in the study by completing Lee’s (1997) Listening Comprehension Strategy Questionnaire, Sarason’s (1975) Test Anxiety Scale (TAS), and two monologues of Listening test performance selected from Listening part of TOEFL. The results of Pearson product moment correlation analyses revealed a significant negative correlation between test anxiety and listening test performance, b...
The present study investigated the speaking skills problems faced by Iranian EFL freshmen and sen... more The present study investigated the speaking skills problems faced by Iranian EFL freshmen and seniors from their own and their English instructors’ perspectives. To this end, 238 Iranian EFL students (138 freshmen and 100 seniors) and 30 English instructors from various universities participated in the study by completing a validated speaking skills problems questionnaire. To triangulate the data, 30 EFL students (15 freshmen and 15 seniors) and ten English instructors, selected randomly from among the participants of the study, also sat a semi-structured interview. The results of the study revealed that some socially-related and instructor-related problems, the lack of teaching facilities, and the curricula of the education system of the country were among the major problem-creating factors for the freshmen’s and seniors’ speaking skills. Furthermore, the t-test results showed that overall there was no significant difference between the freshmen’s and the seniors’ perceptions of th...
This study explored the impact of task complexity on task performance of Iranian lower-intermedia... more This study explored the impact of task complexity on task performance of Iranian lower-intermediate and advanced language learners. It also investigated how working memory was related to task performance and mediated the influence of complexity conditions on language performance. Task complexity was operationalized by designing differing tasks along the +/- reasoning and the +/- few elements dimensions. Eighty Iranian EFL learners (40 lower-intermediate and 40 advanced) carried out argumentative tasks which differed in complexity level. Working memory capacity was measured by applying the Persian translation of Wechsler's (1987) working memory test, and task performance was measured in terms of accuracy and fluency. The results revealed that for lower-intermediate learners, task complexity led to decrease in accuracy in the complex tasks, while fluency was boosted in simple task condition. For advanced learners, task complexity resulted in improved accuracy, while fluency decrea...
The study investigated the relationship between Iranian EFL teachers' perception of critical ... more The study investigated the relationship between Iranian EFL teachers' perception of critical pedagogy (CP) and reflective teaching (RT), the possible effect of gender, academic degree, and teaching experience on teachers’ perceptions of CP, the possible differences among the three groups of teachers of universities, public schools and private language institutes regarding their perception of CP and also the possible difference between the reported CP perception of teachers and their actual classroom implementation. The instruments adopted for data collection purposes included the CP Questionnaire developed by Pishvaei and Kasaian (2013) and the RT Inventory developed by Akbari, Behzadpour and Dadvand (2010) which were validated through pilot-testing and factor analysis. Then, the CP Classroom Observation Checklist, was developed by the researchers and was viewed by an expert. The results of one-way ANOVA showed that there were significant differences among the three groups of un...
This genre-based study investigated the cross-disciplinary variations in the rhetorical structure... more This genre-based study investigated the cross-disciplinary variations in the rhetorical structure of the Discussion sections of 104 applied linguistics and chemistry research articles (RAs), drawing upon Basturkmen’s (2009, 2012) framework and taking into account the new insights proposed by Bhatia (2004), Shehzad (2008), and Lim (2012). To this end, in addition to collecting quantitative data and conducting frequency and chi-square analyses, a number of semistructured interviews were also conducted with some distinguished chemistry scholars and applied linguistics experts to triangulate the data and get a fuller understanding of the quantitative results. Results of the chi-square analyses revealed significant variations in the way the authors in the 2 disciplines employed moves, steps, and substeps to realize the purpose of the Discussion sections. Findings might prove fruitful for postgraduate students and novice researchers in chemistry and applied linguistics to help them write ...
As part of a large-scale study, the current study explored the barriers perceived by Iranian EFL ... more As part of a large-scale study, the current study explored the barriers perceived by Iranian EFL teachers to impede their professional development. To this end, 200 EFL teachers teaching at various private foreign language institutes participated in the study. The study enjoyed a mixed-method design. That is, first, a semi-structured interview was conducted with 50 participants of the study on the basis of which the barriers to teachers’ PD questionnaire (BTPDQ) was developed and validated. The results of the interview content analysis and the findings of the descriptive statistics of BTPDQ revealed the barriers were attributed to three major factors including ‘teachers themselves’ (e.g., lack of motivation, lack of teamwork spirit, etc.), ‘managers of the language institutes’ (e.g., institutes’ not having organized plans for PD, low payments, etc.), and ‘educational policy-makers’ (e.g., curriculum developers’ top-to-down managerial behavior, etc.). The findings might prove fruitfu...
The idea that language learning is facilitated or inhibited by a multitude of factors has prompte... more The idea that language learning is facilitated or inhibited by a multitude of factors has prompted scholars in the field to investigate variables considered to be crucial in the process of second or foreign language learning. This study investigated relationships between emotional intelligence, learning style, language learning strategy use, and the L2 achievement of Iranian EFL learners. One hundred and thirty eight Iranian EFL learners participated in the study by completing three Likert-scale questionnaires: the 'Emotional Quotient Inventory' (Bar-on, 1997), the 'Learning Style Questionnaire' (Kolb, 1984), and the 'Strategy Inventory for Language Learning' (Oxford, 1990). Also, the participants' final scores in the previous four terms were collected and their average was regarded as their L2 achievement. The results of Pearson correlation analyses revealed there was no statistically significant relationship between learning styles and L2 achievement; h...
As a mixed-method study, the paper investigated EFL test-takers’ perceptions of paired speaking t... more As a mixed-method study, the paper investigated EFL test-takers’ perceptions of paired speaking tests and the role of interlocutor variables (i.e., peer interlocutor’s acquaintanceship, gender and proficiency level) in pairing in a Cambridge English Language Assessment Open Centre. The participants (N=148), having experienced sitting either live paired speaking tests of Cambridge ESOL (group P, n= 53) or only IELTS solo interview, (group S, n=48) or both (group P-S, n=47), completed a validated Likert-scale questionnaire. Sixty three of the participants also attended, on a voluntary basis, a semi-structured interview. The findings indicated group P test-takers had significantly more positive perceptions of paired/group speaking tests than their counterparts in group P-S, who in turn had significantly more positive perceptions of pairing than group S participants. Also, the interview results revealed the majority of the participants preferred friend, same-proficiency-level, and same-...
This study investigated the characteristics of effective secondary school Iranian EFL teachers fr... more This study investigated the characteristics of effective secondary school Iranian EFL teachers from students’ and teachers’ perspectives. To this end, 376 junior secondary school students and 32 EFL teachers teaching at various Iranian secondary schools participated in the study. A validated open-ended questionnaire was distributed among the student and teacher participants and asked for their opinions on key characteristics of an effective EFL teacher. A semi-structured interview was also conducted with the teacher participants to investigate why they deemed the characteristics important. The results of the content analysis of the data obtained from the questionnaire and the interview indicated that students and teachers were approximately of the same opinion, both highlighting teachers’ professional qualities (e.g., knowledge of the subject matter, ability to impart knowledge properly, etc.), classroom management-related qualities (e.g., involving all students by assigning pair w...
The present study investigated the possible difference between EFL teachers’ beliefs and their ac... more The present study investigated the possible difference between EFL teachers’ beliefs and their actual classroom practices. To this end, 210 Iranian EFL teachers (103 teachers from high schools and 107 from language institutes) participated in the study. The 45-item Likert-scale Beliefs About Language Learning Inventory (BALLI) developed originally by Horwitz, (1985) and validated by Kasraee Nejad (2014) for the context of Iran and an observation checklist, devised and validated by the researchers, comprised the data collection instruments adopted in the current study. The results of paired t-test revealed statistically significant differences between beliefs of Iranian EFL teachers and their actual classroom practices. Moreover, the results of Independent Samples t-test indicated that the two groups of high school and language institute teachers were significantly different with regard to their beliefs on language learning. In addition, the results of Chi-square analysis demonstrate...
This study investigated the impact of Iranian EAP teachers’ familiarity with or knowledge of alte... more This study investigated the impact of Iranian EAP teachers’ familiarity with or knowledge of alternative assessment (AA), teaching experience, academic degree and gender on their assessment literacy. To this end, 106 EAP teachers (74 males and 32 females) holding PhD degree (N=77) or MA/MSc degree (N=29) in different fields of study selected based on convenience sampling, participated in the study. The participants completed Classroom Assessment Literacy Inventory (CALI) developed by Mertler and Campbell (2005). The results of descriptive statistics indicated that observation, as one form of AA, was used most frequently by EAP teachers. The results of Independent Samples t-test showed that EAP teachers’ knowledge of AA significantly differentiated them in terms of assessment literacy. The results of Independent Samples t-test further showed that there was no significant difference between male and female EAP teachers regarding their assessment literacy, while EAP teachers who held P...
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