Exploring Types and Qualities of Teachers' Implementation of AfL Strategies in Indonesian EFL Secondary Schools
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| Title: | Exploring Types and Qualities of Teachers' Implementation of AfL Strategies in Indonesian EFL Secondary Schools |
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| Language: | English |
| Authors: | Burhanuddin, Moh. Arsyad Arrafii (ORCID |
| Source: | Asia-Pacific Education Researcher. 2025 34(2):803-812. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Formative Evaluation, Feedback (Response), Secondary School Students, Foreign Countries, Educational Quality, Educational Practices, Classroom Observation Techniques, Faculty Development, Evaluation Methods, Questioning Techniques, Pedagogical Content Knowledge, Teacher Effectiveness |
| Geographic Terms: | Indonesia |
| DOI: | 10.1007/s40299-024-00897-4 |
| ISSN: | 0119-5646 2243-7908 |
| Abstract: | This paper reports on a multiple case study classroom observation investigating the types and qualities of teachers' AfL strategies among three English teachers across three distinct types of secondary schools in Indonesia. The study found that while teachers are integrating several AfL strategies, the quality issues persist. The study highlights a significant reliance on superficial questioning and frequent confirmatory rather than formative feedback practices. These findings may reflect a lack of the teachers' understanding of formative assessment that hinders its substantive application in the class. There is an immediate need to provide teachers with professional development in questioning and feedback practice delivery to support teachers in integrating these assessment techniques tailored to the needs of students, foster an engaging learning environment, and maximize the potential of AfL to improve educational outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461558 |
| Database: | ERIC |
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| Abstract: | This paper reports on a multiple case study classroom observation investigating the types and qualities of teachers' AfL strategies among three English teachers across three distinct types of secondary schools in Indonesia. The study found that while teachers are integrating several AfL strategies, the quality issues persist. The study highlights a significant reliance on superficial questioning and frequent confirmatory rather than formative feedback practices. These findings may reflect a lack of the teachers' understanding of formative assessment that hinders its substantive application in the class. There is an immediate need to provide teachers with professional development in questioning and feedback practice delivery to support teachers in integrating these assessment techniques tailored to the needs of students, foster an engaging learning environment, and maximize the potential of AfL to improve educational outcomes. |
|---|---|
| ISSN: | 0119-5646 2243-7908 |
| DOI: | 10.1007/s40299-024-00897-4 |
