An investigation of Saudi EFL teachers’ perceptions of learning-oriented language assessment

Abstract

Learning-oriented assessment (LOA) is a highly collaborative and interactive approach that is believed to promote students' language learning. Nevertheless, little is known about Saudi EFL teachers' knowledge, practices, and challenges of implementing LOA in their language classrooms. To this end, this study explored Saudi EFL teachers' knowledge, practices, and challenges of implementing LOA using a quantitative method survey. The Teachers' Learning-Oriented Assessment Questionnaire (TLOAQ) was developed and distributed to 162 Saudi EFL school teachers. The findings indicated that Saudi EFL teachers had a moderate level of knowledge regarding LOA. Besides, they did not implement and practice the principles of LOA efficiently. In addition, EFL teachers reported significant personal, contextual and organizational challenges that limit the implementation of LOA, such as time constraints, large classes, insufficient training, and exam-oriented culture. Besides, the MANOVA results indicated no significant differences in EFL teachers' knowledge and practices of LOA due to gender and years of experience. The findings highlight the need to develop teachers' assessment literacy as well as resolve the difficulties that limit the implementation of LOA to enhance language assessment effectiveness. Future qualitative research should be conducted to have deep insights into the in-class assessment practices in relation to LOA.