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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Mostafa Rahimi Rad
Allameh Tabatabai`e University, Tehran, Iran
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Impact of EFL Teachers’ Assessment Literacy on Their Assessment Efficiency in Classroom Mostafa Rahimi Rad
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2019): Britain International of Linguistics, Arts and Education - July
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v1i1.14

Abstract

Teachers in general and language teachers in particular are expected to assess various aspects of their teaching and learning. To achieve this, they are believed to familiar with different dimensions of assessment in general and classroom assessment in particular. Language teaching and assessment are two interrelated notions that affect each other to a great extent. Undoubtedly, language assessment is one of the most significant and complicated activities in the field of language teaching. The present study investigated assessment related perception and practices of Iranian EFL teachers. As assessment literacy questionnaire was distributed to 30 Iranian EFL teachers who were selected from two branches of private language institute, three teachers with high assessment literacy knowledge and three teachers with relatively low assessment literacy based on result of assessment literacy questionnaire were interviewed. The result of both qualitative and quantitative data indicated that EFL teachers` assessment literacy has meaningful and significant impact on Assessment efficiency in classroom. Teachers with high assessment literacy have a structured lesson plan and also know their learners` strengths and weaknesses clearly. This study suggest language policy makers to motivate language teachers to be assessment literate.
Iranian EFL Learners` Use of Metadiscourse Markers in Argumentative Writing Mostafa Rahimi Rad
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3, No 3 (2020): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v3i3.1184

Abstract

This paper is an attempt to investigate the EFL Iranian learners` use of metadiscourse markers in argumentative writing. The participants of the study are 40 students both male and female. To produce the relevant data, participants were given a pretest of writing ability to check their initial knowledge use of metadiscourse markers. Finally, a post test assessing their writing ability with metadiscourse markers was administered. Writing is a social activity and it is supposed as an important factor of literacy in society despite being mastered in English, students from different cultures and with different first languages seem to be different in developing writing texts.  Metadiscourse markers enable the writers to interact with the readers effectively. The findings revealed that both male and female writers employed more interactive markers than interactional markers due to the fact that both genders inserted transition markers frequently to guide readers through the texts. The findings indicated generally that instruction of metadiscourse markers significantly improves EFL learners’ writing ability of advanced students. The Teachers pay more attention to metadiscourse markers in making EFL curricula. Then they ask for the reinforcement of metadiscourse markers through instruction in EFL courses for the improvement of the learners' writing ability.
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