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<p>Glocalization has become increasingly influential in language testing, by adopting and reshaping global assessment standards within the local educational context. One important area where this global and local interface unfolds is teachers’ language assessment literacy (LAL). This study examines how individual and contextual factors relate to in-service English as a foreign language (EFL) teachers’ LAL training needs in Yemen. Quantitative data were collected using the validated language assessment literacy questionnaire (LALQ) and analyzed using SPSS. The sample consisted of 471 Yemeni in-service EFL teachers teaching Grades 7 to 9. The findings reveal that teachers’ LAL training needs are not uniformly shaped by individual characteristics, including gender, educational qualifications, or years of teaching experience. Instead, these needs are strongly differentiated by contextual factors and professional development and by specific LAL dimensions rather than by overall assessment competence. These results emphasize that LAL development is context-sensitive and institutionally mediated. It functions as a glocal mediating construct between global assessment discourses and local classroom realities. This study contributes to the field by identifying the key considerations for designing contextually responsive LAL professional development programs.</p>

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EFL teachers’ language assessment literacy training needs: the role of individual and contextual factors

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月25日

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  • Sabah Al-Akbari,
  • Marianne Nikolov,
  • Ágnes Hódi

摘要

Glocalization has become increasingly influential in language testing, by adopting and reshaping global assessment standards within the local educational context. One important area where this global and local interface unfolds is teachers’ language assessment literacy (LAL). This study examines how individual and contextual factors relate to in-service English as a foreign language (EFL) teachers’ LAL training needs in Yemen. Quantitative data were collected using the validated language assessment literacy questionnaire (LALQ) and analyzed using SPSS. The sample consisted of 471 Yemeni in-service EFL teachers teaching Grades 7 to 9. The findings reveal that teachers’ LAL training needs are not uniformly shaped by individual characteristics, including gender, educational qualifications, or years of teaching experience. Instead, these needs are strongly differentiated by contextual factors and professional development and by specific LAL dimensions rather than by overall assessment competence. These results emphasize that LAL development is context-sensitive and institutionally mediated. It functions as a glocal mediating construct between global assessment discourses and local classroom realities. This study contributes to the field by identifying the key considerations for designing contextually responsive LAL professional development programs.