EFL teachers’ writing assessment literacy: Surveying teachers’ knowledge, beliefs, and practises in China

Writing assessment literacy (WAL) constitutes an integral part of language teachers’ professional competence, and yet insufficient attention has been paid to the WAL English as a foreign (EFL) teachers from non-English-speaking countries. This study surveyed knowledge, beliefs practices in writing 219 tertiary EFL China. Data were collected through Likert-scale Survey (Crusan et al., 2016), analysed quantitatively with focus on level China influence their demographic characteristics. Additionally, this was first exploring association relationship among different dimensions WAL, namely, levels assessment. The findings indicated that Chinese depicted relatively positive picture training experiences academic degrees had significant effects WAL. In addition, knowledge two predictors practices. Implications for future teacher programs are discussed.