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Discerning the Language Assessment Literacy of EFL Teachers in Uzbekistan: an Individual, Social, and Sociohistorical Teacher Cognition Inquiry

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Discerning the Language Assessment Literacy of EFL Teachers in Uzbekistan: an Individual, Social, and Sociohistorical Teacher Cognition Inquiry Georgia State University ScholarWorks @ Georgia State University Applied Linguistics and English as a Second Department of Applied Linguistics and English Language Dissertations as a Second Language 12-10-2018 Discerning the Language Assessment Literacy of EFL Teachers in Uzbekistan: An Individual, Social, and Sociohistorical Teacher Cognition Inquiry David Lawrence Chiesa Follow this and additional works at: https://scholarworks.gsu.edu/alesl_diss Recommended Citation Chiesa, David Lawrence, "Discerning the Language Assessment Literacy of EFL Teachers in Uzbekistan: An Individual, Social, and Sociohistorical Teacher Cognition Inquiry." Dissertation, Georgia State University, 2018. https://scholarworks.gsu.edu/alesl_diss/49 This Dissertation is brought to you for free and open access by the Department of Applied Linguistics and English as a Second Language at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Applied Linguistics and English as a Second Language Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. DISCERNING THE LANGUAGE ASSESSMENT LITERACY OF EFL TEACHERS IN UZBEKISTAN: AN INDIVIDUAL, SOCIAL, AND SOCIOHISTORICAL TEACHER COGNITION INQUIRY by DAVID CHIESA Under the Direction of Co-Chairs, Sara Cushing, Ph.D. & John Murphy, Ed.D. ABSTRACT Language teacher cognitions can be complex, ranging over many different subjects; they can be dynamic, changing over time and under different influences; and they can be systematic, forming unified and cohesive personal and practical theories (Feryok, 2010). One subject matter area that has not been explored in the literature is the relationship between second language (L2) teacher cognition and assessment, also known as (language) assessment literacy – the level of a teacher's engagement with constructing, using, and interpreting a variety of assessment procedures to make decisions about a learner’s language ability (Taylor, 2013). I examine L2 teachers’ cognitions about assessment at the individual level, and then analyze how micro-institutional (social) and macro-sociocultural aspects of their lives as language teachers (including past, present, and future aspects) are shaping teachers’ assessment practices. This investigation focused on a group of 96 in-service university English language teachers in Uzbekistan. The three overarching research questions are: (1) To what extent does the Language Assessment Literacy Survey (Kremmel & Harding, forthcoming), provide valid and actionable information about teachers’ language assessment literacy? (2) How do Uzbekistan EFL teachers talk about their assessment practices and justify the scores they provide for their students? (3) What are the macro-environmental constraints and/or affordances in Uzbekistan that could shape how EFL teachers provide meaningful assessment situations for their students? The data were collected over three months and include teachers’ responses to the Language Assessment Literacy Survey (N = 96), transcripts of five focus group interviews, and transcripts of twelve semi-structured one-on-one interviews. For quantitative analyses, I computed in JASP v.0.8.3.1 the descriptive statistics for the overall survey, conducted an external review of the language assessment literacy literature, and carried out an exploratory factor analysis (EFA). Subsequently, I compared my results with Kremmel and Harding’s to determine the validity of their survey. For qualitative analyses, I used substantive or open coding to discern how/if the participating Uzbekistan EFL teachers are creating relevant and meaningful assessment experiences for their students. The results are discussed in terms of the relationship between the participating Uzbekistan EFL teachers’ cognitions, emotions, and activities of language assessment that they report. INDEX WORDS: Language assessment literacy, Classroom-level assessment, Assessment and testing, Uzbekistan language teacher education, Second language teacher cognition, Assessment motivation DISCERNING THE LANGUAGE ASSESSMENT LITERACY OF EFL TEACHERS IN UZBEKISTAN: AN INDIVIDUAL, SOCIAL, AND SOCIOHISTORICAL TEACHER COGNITION INQUIRY by DAVID CHIESA A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University 2018 Copyright by David Lawrence Chiesa 2018 DISCERNING THE LANGUAGE ASSESSMENT LITERACY OF EFL TEACHERS IN UZBEKISTAN: AN INDIVIDUAL, SOCIAL, AND SOCIOHISTORICAL TEACHER COGNITION INQUIRY by DAVID CHIESA Committee Chairs: Sara Cushing John Murphy Committee: Eric Friginal Kathleen Bailey Electronic Version Approved: Office of Graduate Studies College of Arts and Sciences Georgia State University December 2018 iv DEDICATION For Larry: Silently supporting, Never expecting, Only hoping. Always, Believing. Suddenly, Gone. This one’s for you. v ACKNOWLEDGEMENTS I want to express my deep gratitude to my dissertation committee members, who have had an immediate impact on this project. I would like to begin with my co-advisors/chairs, Dr. John Murphy and Dr. Sara Cushing, who have shown an incredible amount of patience with portions of the manuscript, and provided constructive feedback that would skillfully move the manuscript through its various phases. I also appreciate their continuous assistance for keeping my progress on schedule by grounding me and facilitating my understanding of the dissertation genre. I would also like to thank Dr. Eric Friginal for his advice for me to pursue doing empirical research in Uzbekistan. His willingness to give his time so generously to the reading of my comprehensive examinations and the dissertation has been much appreciated. My academic career in Applied Linguistics would not have started, or even been imaginable, if it was not for my outside dissertation committee member, MA professor/advisor, co-author, colleague, and friend – Dr. Kathleen M. Bailey. During the dissertation process, she provided me numerous opportunities for professional development in Applied Linguistics (e.g., AAAL Program Planning Committee; Ethics Task Force); her continuous support, encouragement, and belief in me has pushed me to be a better scholar. I would like to extend my deep appreciation to Luke Harding and Benjamin Kremmel for allowing me to use their survey and their preliminary results from their empirical study, Towards a Comprehensive Empirical Model of Language Assessment Literacy, for the dissertation. As this is international dissertation research, I would like to express my deep gratitude to the organizations that approved and funded this study – Uzbekistan and the U.S. Department of State. I would like to extend my thanks to the government of Uzbekistan who gave me vi permission to conduct this study, and a deep gratitude to the staff at the Flying High Training site (pseudonym) for the recruitment of teachers and the organization of the focus group interviews. Special appreciation to my cultural informants, Dr. Ulugbek Azizov, Svetlana Khan, Klara Nazmutdinova, and Nilufar Begigaeva for numerous discussions about the Uzbekistan cultural context, and clarification of some of the transcribed data sources. I would also like to thank people from the U.S. Department of State in Washington D.C. and in Uzbekistan, who have contributed to the success of the implementation of this project: RELO Kelli Odhuu, RELO John Scacco, Ambassador Spratlen, Nodira Meliboeva, Umida Boltaeva, and the entire Public Affairs Section in Tashkent. Additionally, they provided support with the collection of government documents and their translations. I would like to thank professors from the Department of Applied Linguistics at Georgia State University including Dr. Viviana Cortes, Dr. YouJin Kim, Dr. Ute Roemer, Dr. Diane Belcher, and Dr. Scott Crossley for their assistance in helping me learn more about research methods, theory of language learning, and teaching, which contributed to my knowledge base in Applied Linguistics. I would also like to acknowledge professors from the Middlebury Institute of International Studies at Monterey including, Dr. Lynn Goldstein, Dr. John Hedgcock, Dr. Renee Jourdenais, Dr. Jean Turner, Dr. Peter Shaw, and the late Dr. Leo van Lier who have helped influenced my beliefs about language, language learning and language teaching, and which, have provided me much guidance throughout the PhD, and have influenced my professional identity. My grateful thanks are directed toward my colleagues Dr. Sarah Goodwin, Dr. Nicole Pettitt, Dr. Stephen Skalicky, Rurik Tywoniw, and Mackenzie Bristow for emotional support, reading over sections of the manuscript, examining data with me, and/or providing me numerous vii insights into the results of the project. I would also like to acknowledge my cohort members Dr. James Garner and Dr. Yu Kyoung Shin who, since day one, have been a part of my evolving identity as a scholar. The dissertation would not have been completed if it was not for the support of the Provost Dissertation Fellowship, which provided me opportunity to think and write. My grateful appreciation for the emotional support of Louise Gobron, Sarah Kegley, Dr. Mizuki Mazzotta, Jillian Siehlmann, and my PhD colleagues from all cohorts past and present, and the tireless efforts of the staff in the Department of Applied Linguistics. Last but not least, I owe a great amount of debt of gratitude for my immediate family members, my mother Elaine
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