Uncovering the Language Assessment Literacy of ESP Teachers in a Turkish EFL Context
Uncovering the Language Assessment Literacy of ESP Teachers in a Turkish EFL Context

Summary/Abstract: This study examines the perceptions, practices, and challenges faced by English for Specific Purposes (ESP) teachers in Turkish vocational high schools regarding ESP assessment. The study revealed that communication skills and using professional language and field-specific terminology in ESP assessment were prioritized in assessment processes. Some participants mainly used performance-based ESP assessment tools while others relied on traditional tests and informal criteria. Educational background also influenced their assessment practices. Moreover, the main challenges included large classes, limited training, scarce resources, weak collaboration with content teachers, and a lack of professional development on ESP assessment. The study suggests that training courses should focus on ESP assessment to improve assessment practices.

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