Teacher agency and ICT affordances in classroom-based language assessment
The return to face-to-face classes after online teaching
Bibliographic Data
| ID | 11991095 |
|---|---|
| Authors | Seongyong Lee (0000-0002-9436-4272, University of Nottingham Ningbo China), Jaeho Jeon (0000-0002-1161-3676, Indiana University Bloomington, corresponding author) |
| Year | 2024 |
| Volume | 121 |
| Pages | 103218-103218 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2023.103218 |
| OpenAlex | W4390482604 |
| Language | EN |
| Citations received | 10 |
| References cited | 39 |
Recent research on classroom-based assessment (CBA) during the COVID-19 pandemic has examined language teachers’ strategic responses to challenges in online teaching. However, there is still a paucity of empirical research on their CBA practices supported by information and communication technology (ICT) during the return to face-to-face (f2f) classes. Moreover, most studies on CBA during and after the pandemic have focused on secondary or higher education, leaving young learner contexts underexplored. Thus, this study investigated how two primary school English teachers in South Korea exercised their agency to implement ICT-afforded CBA to address challenges in returning to f2f classes, grounded in an ecological perspective. It further explored mediating factors that influenced their agency in both temporal and relational aspects. Observations, interviews, and reflection papers revealed four main themes regarding their agency enactment in identifying ICT affordances for CBA, which were linked to individual factors in their agency enactment, including their pedagogical beliefs, ICT use experiences, identity, and professional development . The cultural (e.g., national curriculum), structural (e.g., student wellness and parental voices), and material dimensions (e.g., institutional support of teacher training) also influenced their agency enactment. This study provides both theoretical and practical implications for ICT-afforded CBA in the post-pandemic era
Affordance · Agency (philosophy · Curriculum · Empirical research · Identity (music · Information and Communications Technology · Pedagogy · Political science · Social science · Sociology · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback · Teacher Education and Leadership Studies
Mapping the research on language teacher agency
To adapt or to transform? Exploring district-based English language teacher educators’ agency in integrating GenAI into professional practice
Generative AI (GenAI) in the language classroom
Profiles of Chinese as a foreign language teachers’ perceptions on generative artificial intelligence
The effects of generative AI on initial language teacher education
The educational affordances and challenges of generative AI in Global Englishes-oriented materials development and implementation
Navigating the complexities of a virtual exchange with young language learners
Conceptualizing L2 Teachers’ Blended Assessment Literacy (L2TBAL)
Factors influencing language teachers’ judgements and decision-making about the use of generative AI tools
Towards a more equitable education
The Discovery of Grounded Theory
Teachers’ Agency in Technology for Education in Pre- and Post-Covid-19 Periods
Teachers’ professional digital competence after a period of online teaching
Collaborative autoethnography in examining online teaching during the pandemic
Enhancing EFL pre-service teachers’ affordance noticing and utilizing with the Synthesis of Qualitative Evidence strategies
Tea or tears
Parents’ digital Labor and disrupted parent-teacher relationships
Developing classroom-based language assessment literacy for in-service EFL teachers
Thematic Analysis
Understanding teachers as agents of assessment
Teacher formative assessment and talk in classroom contexts
Affordances as Properties of the Animal-Environment System
Teacher agency in perceiving affordances and constraints of videoconferencing technology
EAP teachers' knowledge and use of learning-oriented assessment
Covid-19 as a critical incident
Language teacher agency in emergency online teaching
Digital affordances and teacher agency in the context of teaching Chinese as a second language during Covid-19
The interconnection between second language teachers’ language assessment literacy and professional agency
Reconceptualizing Language Assessment Literacy
Current Issues in English Language Teacher‐Based Assessment
How Do Teachers Observe and Evaluate Elementary School Students' Foreign Language Performance? A Case Study from South Korea
An Ecological Perspective on Classroom‐Based Assessment
Factors Contributing to Teacher Burnout During Covid-19
Socioenvironmental affordances of an English-medium instruction international university specializing in English as a lingua franca communication
Demonstrating Rigor Using Thematic Analysis
| Unique citing works | 10 |
|---|---|
| Citations per year | 5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |