Nasr, M., Bagheri, M., Sadighi, F. (2020). Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size. International Journal of Foreign Language Teaching and Research, 8(29), 75-90.
Mohammadreza Nasr; Mohammad Sadegh Bagheri; Firooz Sadighi. "Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size". International Journal of Foreign Language Teaching and Research, 8, 29, 2020, 75-90.
Nasr, M., Bagheri, M., Sadighi, F. (2020). 'Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size', International Journal of Foreign Language Teaching and Research, 8(29), pp. 75-90.
Nasr, M., Bagheri, M., Sadighi, F. Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size. International Journal of Foreign Language Teaching and Research, 2020; 8(29): 75-90.
Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size
1Department of English Language, Shiraz Branch, Islamic Azad University, Iran
2Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3Department of English language, Islamic Azad University, Shiraz Branch,Shiraz,Iran
Receive Date: 13 May 2019,
Revise Date: 22 July 2019,
Accept Date: 18 August 2019
Abstract
Recent innovations in formative assessment have turned the spotlight on the implementation of assessment for learning in the classroom. Notwithstanding a considerable wealth of research on assessment for learning in mainstream education, few research studies in the field of language teaching thus far have touched upon assessment for learning. This quantitative study investigated Iranian English language teachers’ perceived monitoring and scaffolding practices in respect of their gender and class size. To achieve this purpose, 384 Iranian EFL teachers who were selected using convenience sampling completed a 28-item Likert scale questionnaire on assessment for learning entailing two main constructs, namely monitoring and scaffolding. Our findings revealed a statistically significant gender difference with regard to perceived scaffolding. Likewise, the results showed that EFL teachers’ perceived monitoring and scaffolding practices did not differ with respect to class size. The key implications of the findings for the application of scaffolding and monitoring practices in the classroom were also addressed.
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