Abstract

Computer-assisted language assessment literacy (LAL) has gained momentum in English as a foreign language (EFL) teaching since computer-based education became particularly common in language education. As EFL teachers play a critical role in administering computer-assisted language assessments, Iranian EFL teachers need to learn, relearn, and improve their computer-assisted LAL. Iranian EFL teachers can use collaborative reflection (CR) to improve their computer-assisted LAL and practices. This study, therefore, qualitatively investigated how collaborative reflective practices can improve novice and experienced EFL teachers’ computer-assisted LAL. To achieve the goals of the present study, we adopted an instrumental case study to explore how EFL teachers perceive the benefits, applications, and challenges of computer-assisted language assessment practices and how teachers could improve their computer-assisted LAL through virtual CR. Four novice and experienced EFL teachers were selected purposively to explore internet-based CR through social media, observations, and interviews. The data were qualitatively analyzed through inductive thematic analysis. The results of the study demonstrated that computer-assisted language assessment practices enhanced the quality of formative assessment and assessment for learning, authenticity, and meaningfulness of tasks, administration, scoring, and interpretation, among others. Furthermore, EFL teachers experienced various personal, social, educational, and professional advantages of their computer-based language assessment practices through internet-based CR. The pedagogical implications of the study for the development of computer-assisted LAL of EFL in-service language teachers through online reflective practices are discussed.