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), ana...

Abstract This study investigates Vietnamese university EFL teachers’ and students’ beliefs practices regarding classroom assessment. Data were collected from a questionnaire administered to 455 participants (104 teachers 351 students), interviews with nine twelve students, 18 observations of 90-min lessons in five universities Vietnam. In general, the aware all assessment types current literatu...

Teachers’ sense of efficacy belief has been introduced as a context-specific construct, but the related literature is not clear on this specificity. This study was an attempt to show how contextual factors influence efficacy beliefs among English language teachers. To this end, thirty Iranian EFL teachers working in both school and private institute contexts were chosen as the participants to r...