A Task-Based Training Module for Enhancing Novice EFL Teachers' Inclusion-Oriented Language Assessment Literacy "LAL"
| المصدر: | مجلة القراءة والمعرفة |
|---|---|
| الناشر: | جامعة عين شمس - كلية التربية - الجمعية المصرية للقراءة والمعرفة |
| المؤلف الرئيسي: | Haggag, Haggag Mohamed (Author) |
| المجلد/العدد: | ع265 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2023
|
| الشهر: | نوفمبر |
| الصفحات: | 1 - 53 |
| رقم MD: | 1422524 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Task-Based Learning | EFL | Inclusion | Assessment | Literacy
|
| رابط المحتوى: |
عدد مرات التحميل
3
| المستخلص: |
The national Egyptian vision for applying inclusion in mainstream educational systems is part of a global call for "No One Left Behind". The main study aimed to propose a task-based training module for enhancing novice English as Foreign Language EFL Teachers' inclusion-oriented Language Assessment Literacy (LAL). The study followed the one-group quasi-experimental design with its prepost testing procedure. Participants of the study were (32) novice teachers who work at Red Se governorate, and were grouped into one experimental group. These instruments and materials were used to achieve the study purposes: a questionnaire for inclusion oriented assessment literacy, a task-based training module, an assessment literacy test, and a reflection e-journal. After validating the instruments, the training module was applied to the participants. Results showed that there were significant mean differences between the participants in the pre and post-testing of their inclusion-oriented assessment literacy. These differences were attributed to both cognitive and practical literacies. The study recommended using the training module of the study in the professional development training programs which should include inclusion-oriented components. The study also recommended that pre-service EFL teachers should be provided with set courses about the instruction of inclusive students, their characteristics, and assessment principles. |
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