In the field of applied linguistics, for the past fifteen years, there have been discussions about language assessment literacy (LAL)--the knowledge, skills, and principles related to assessing language ability--(Davies, 2008; Fulcher, 2012). However, the field lacks research on the professional development of language teachers, particularly…

Academic writing for scholars wanting to publish in English has gained considerable research attention in writing circles. This article reports the findings of a case study on the gains, challenges, and perceptions about writing in English that a group of scholars had while taking an academic writing course. Two questionnaires, an in-depth…

This study reports the contextual Language Assessment Literacy (LAL) of five Colombian English language teachers. Two semi-structured interviews and reflective journals were used for data collection. The findings show that the teachers used varied traditional and alternative assessment instruments, assessed language and non-language constructs,…

Recently, the applied linguistics field has examined the knowledge, skills, and principles needed for assessment, defined as language assessment literacy. Two major issues in language assessment literacy have been addressed but not fully resolved--what exactly language assessment literacy is and how it differs among stakeholders (e.g., students…

This article reports the findings of an action research study on a professional development program and its impact on the classroom performance of in-service English teachers who worked at a language institute of a Colombian state university. Questionnaires, semi-structured interviews, class observations, and a researcher's journal were used as…