Understanding EFL teachers’ formative assessment literacy: insights from a mixed-methods study

Abstract

Despite the growing recognition of formative assessment (FA) as a crucial link between teaching and learning (Wiliam, 2017), there remains a gap in understanding how factors such as age and teaching experience influence the formative assessment literacy (FAL) of English as a foreign language (EFL) teachers in Iran. This sequential mixed-methods study aims to address this gap by identifying which factors most significantly predict teachers’ proficiency in this area. The research employs a quantitative design involving 250 EFL teachers from diverse schools and language institutes, complemented by qualitative interviews with 10 participants to gain deeper insights. The findings of multiple regression reveal that teaching experience is a more significant predictor of FAL than age. Furthermore, qualitative data highlight key themes including teacher knowledge, teacher-student bond, teacher practice, and teaching objectives, which play a vital role in shaping teachers’ FA skills. These findings suggest that targeted professional development programs focusing on practical experience and interpersonal skills can enhance EFL teachers’ ability to implement FA effectively, leading to improved student engagement, motivation, and language learning outcomes. By informing teacher training initiatives and educational policies, this study contributes to the development of more effective assessment practices in EFL contexts.