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A Study on the Construction of Language Assessment Literacy of English Teachers in Pre-Service Secondary Schools in Ethnic Areas

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DOI: 10.23977/langta.2022.050105 | Downloads: 36 | Views: 572

Author(s)

Di Wu 1, Shuyuan Zhang 1

Affiliation(s)

1 School of Foreign Languages, Qiannan Normal College for Nationalities, Duyun, Guizhou, 558000, China

Corresponding Author

Di Wu

ABSTRACT

The purpose of this study is to investigate and analyze the current situation of language assessment literacy of English teachers in pre-service secondary schools in ethnic areas, and understand the actual situation of language assessment literacy of English teachers in pre-service secondary schools in ethnic areas. Fifty-one students from class 1 grade 2019, and five master students in the School of Foreign Languages of Qiannan Normal College for Nationalities were invited to investigate the problems of pre-service secondary school English teachers in terms of assessment literacy with the help of questionnaire and interview methods. In view of this, the author proposes corresponding strategies and ways to construct and enhance teachers' language assessment literacy in order to improve the language assessment literacy of pre-service secondary school English teachers in ethnic areas, thus contributing to the quality of English education and teaching in secondary schools in ethnic areas.

KEYWORDS

Ethnic areas, Pre-service secondary english teachers, Language assessment literacy

CITE THIS PAPER

Di Wu, Shuyuan Zhang, A Study on the Construction of Language Assessment Literacy of English Teachers in Pre-Service Secondary Schools in Ethnic Areas. Journal of Language Testing & Assessment (2022) Vol. 5: 53-59. DOI: http://dx.doi.org/10.23977/langta.2022.050105.

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