Do Teacher Questions Function as Assessment for Learning?

Comparing Teacher-, Peer-, and Self-Assessment for Vocabulary Learning

The present study was an attempt to investigate the comparative effect of teacher-, peer-, andself-assessment on EFL learners’ vocabulary achievement. Accordingly, 90 female Englishlanguage learners selected out of an initial 140 intermediate EFL learners based on theirperformance on a sample piloted PET took part in the study. All three groups were taught bythe same teacher using the same cour...

Teacher learning as workplace learning

Against the background of increasing attention in teacher professional development programs for situating teacher learning in the workplace, an overview is given of what is known in general and educational workplace learning literature on the characterics and conditions of the workplace. Although workplace learning potentially has several advantages, the six workplace factors identitied for lea...

EFL Teacher Questions to Scaffold Learning Process: A Conversation Analytic Study

Questioning practice constitutes one of the typical and fundamental interactional tools in L2 teaching. Much L2 research on teacher questions has been quantitative studies focusing on identifying question types and their roles in language acquisition and meaning negotiation. However, by drawing on conversation analysis within a sociocultural perspective, this study examines qualitatively how EF...

The Assessment of Teacher Assessment: Concluding Thoughts and Some Lingering Questions

Service Learning as Scholarship in Teacher Education

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