The impact of cross-curricular teachers’ level of assessment literacy in the EFL classroom on elementary school students’ development of Output language skills in rural contexts: a case study

Arango Velasquez , Juan Andrés; Ceballos Borrero,  Camilo; Diaz Berrio, Jennifer

The impact of cross-curricular teachers’ level of assessment literacy in the EFL classroom on elementary school students’ development of Output language skills in rural contexts: a case study

dc.contributor.advisor	Jaramillo Delgado, Jennifer
dc.contributor.author	Arango Velasquez , Juan Andrés
dc.contributor.author	Ceballos Borrero, Camilo
dc.contributor.author	Diaz Berrio, Jennifer
dc.date.accessioned	2024-05-02T16:09:54Z
dc.date.available	2024-05-02T16:09:54Z
dc.date.issued	2023
dc.description.abstract	This research highlights the challenges faced while teaching English as a foreign language (EFL) in Colombian public elementary schools, despite the government's efforts to promote bilingualism. Homeroom teachers, who frequently lack formal academic education for teaching English, are primarily responsible for teaching English. This lack of preparation is evident in their limited knowledge regarding assessment and its appropriate application, resulting in the repetitive use of ineffective assessment tools and activities. Consequently, students in rural contexts exhibit a lack of production and receptive language skills, leading to demotivation and hindered development of communicative competences. The lack of assessment literacy among cross-curricular teachers has direct consequences for students' development of communicative competences. In rural contexts, limitations exist not only in providing input, but also in facilitating output language skills. Teachers need to be skilled in various aspects of assessment, such as selecting appropriate methods, interpreting results, and communicating outcomes to improve teaching practices. The research aims to explore the impact of cross-curricular teachers' assessment literacy on students' output language skills in the EFL classroom in rural contexts. In conclusion, the research highlights the challenges faced by cross-curricular teachers in developing students' communicative competences in rural elementary schools. The lack of assessment knowledge, English proficiency, and available training contribute to the ineffective teaching and assessment practices observed. The study emphasizes the importance of proper application of assessment, overcoming teachers' fears regarding English proficiency, and focusing on meaningful language learning experiences. Improving teachers' assessment literacy and understanding of how children learn languages are essential for enhancing English language instruction in elementary schools.
dc.format.extent	31 p.
dc.identifier.uri	http://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2620
dc.language.iso	eng
dc.publisher	Universidad Católica Luis Amigó
dc.publisher.faculty	Facultad de Educación y Humanidades
dc.publisher.place	Medellín
dc.rights.accessrights	http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons	https://creativecommons.org/licenses/by-nc/4.0/
dc.rights.uri	https://creativecommons.org/licenses/by-nd/4.0/
dc.subject	Assessment	eng
dc.subject	Assessment literacy	eng
dc.subject	Cross-curricular teachers	eng
dc.subject	Output	eng
dc.subject.armarc	a
dc.thesis.discipline	licenciatura en lenguas extranjeras con énfasis en inglés
dc.thesis.grantor	Universidad Católica Luis Amigó
dc.thesis.name	Licenciados en lenguas extranjeras con énfasis en Inglés.
dc.title	The impact of cross-curricular teachers’ level of assessment literacy in the EFL classroom on elementary school students’ development of Output language skills in rural contexts: a case study	eng
dc.type.coar	http://purl.org/coar/resource_type/c_7a1f
dc.type.local	Tesis/Trabajo de grado - Monografía - Pregrado