<![CDATA[Purpose The purpose of this study is to explore teachers’ practices in implementing sociocognitive reading assessment in EFL classrooms. It specifically aims to investigate how teachers integrating cognitive and social dimensions in reading assessment and what factors influencing their practices. Methodology This qualitative study involved EFL teachers from secondary higher education contexts. The data were collected through classroom observations, semi-structured interviews, and document analysis. The data were analyzed using a thematic approach to identify recurring patterns related to sociocognitive assessment practices. Results/Findings Based on the data collected through classroom observations, semi-structured interviews, and document analysis, the findings of this study are categorized into three elements : (1) teachers’ practices in implementing sociocognitive reading assessment, (2) factors influencing teachers’ practices, and (3) challenges faced by teachers. Implications The findings suggest the need for professional development programs to enhance teachers’ understanding of sociocognitive assessment. Additionally, curriculum design and assessment guidelines should support more integrated and process-oriented reading assessment than traditional reading assessment practices in EFL classrooms.]]>
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