Skip to main content

Dina Tsagari

OsloMet—Oslo Metropolitan University, Department of Primary and Secondary Teacher Education, Faculty Member

University of Cyprus, English Studies, Faculty Member

Followers

436

Following

47

Co-authors

8

Public Views

Dina Tsagari is a Professor in English Language Pedagogy/TESOL, Department of Primary and Secondary Teacher Education, OsloMet – Oslo Metropolitan University, Norway. She holds a PhD in Linguistics (language testing) from Lancaster University, UK. She has previously worked for the University of Cyprus and the Greek Open University. Her research interests include language testing and assessment, teacher training, materials design and evaluation, differentiated instruction, multilingualism, distance education and learning difficulties. She is the editor and author of several volumes, journal papers, and book chapters. She has also been the coordinator of the Classroom-based Language Assessment SIG – EALTA and currently managing and participating in EU-funded and other research projects on second language assessment literacy (www.taleproject.eu), researching parameters in language proficiency and washback effects in high-stakes tests and assessment and teaching in multilingual contexts (ENRICH, PALM, https://www.palm-edu.eu/en/). (Her webpage: https://www.oslomet.no/om/ansatt/dintsa/)

less

Interests

Uploads

Papers by Dina Tsagari

Washback of a high-stakes English exam on teachers’ perceptions and practices

The First Certificate in English (Cambridge ESOL) is a well-known language exam in Greece intende... more The First Certificate in English (Cambridge ESOL) is a well-known language exam in Greece intended to have positive influence on teaching and learning. However, local practitioners believe that the FCE has negative consequences on the curriculum, teaching and learning. This paper explores the relationship between the intended influence of the FCE exam, teachers’ perceptions towards the exam and their classroom practices. The paper also identifies the existence of factors that seem to influence teaching and learning beyond the exam itself. It concludes by making recommendations for future research and for teachers and teacher educators on avoiding negative effects from high-stakes exams.

Assessment Literacy of Foreign Language Teachers around Europe: Research, Challenges and Future Prospects

The concept of literacy has expanded significantly in the course of the last decade to include co... more The concept of literacy has expanded significantly in the course of the last decade to include computer literacy or science literacy in academic and public discourse. The recent focus of attention on classroom-based language assessment has brought the aspect of language assessment literacy (LAL) to the forefront, with foreign language teachers as one important group of stakeholders whose professionalization of this concept is important. The current paper aims at relating the findings from part of a large-scale study that was undertaken in seven different European countries in order to shed light on perceived LAL levels of foreign language teachers and their training needs in language testing and assessment. The focus will be on the qualitative part of the mixed methods study that examines foreign language school teachers' perceptions in three different educational contexts, namely Cyprus, Germany and Greece. The paper closes with an outline of the implications for teacher develo...

Teacher Educators’ Conceptions of Language Assessment Literacy in Norway

Journal of Language Teaching and Research

In order to gain a deeper understanding of what language assessment literacy (LAL) is and how it ... more In order to gain a deeper understanding of what language assessment literacy (LAL) is and how it can be developed, it is relevant to investigate it from the point of view of different stakeholders (Harding & Kremmel, 2016). As for teacher LAL, this phenomenon has largely been studied from the teachers’ own perspectives, leaving other stakeholders’ understanding of the construct underresearched. The current study used an exploratory, qualitative research design to investigate teacher educators’ conceptions of teacher LAL in the Norwegian educational context. Teacher educators are an influential stakeholder group in education, whose knowledge of teaching and assessment can inform our understanding of teacher LAL in important ways. Taking Taylor’s (2013) LAL model as a starting point, this study explored five English teacher educators’ general understanding of teacher LAL, as well as the relevance of the components of Taylor’s model in particular. The study provides important empirical...

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

Studies in Second Language Learning and Teaching

The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dy... more The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service tra...

Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries

Language Assessment Quarterly

Language assessment literacy

Perspectives on Language Assessment Literacy

DysTEFL‐Needs Analysis Questionnaire Revised

PsycTESTS Dataset

What Do Teachers Think They Want? A Comparative Study of In-Service Language Teachers’ Beliefs on LAL Training Needs

Language Assessment Quarterly

The purpose of the study was to investigate English language teachers' perceptions of assessment,... more The purpose of the study was to investigate English language teachers' perceptions of assessment, their language assessment literacy (LAL) levels and their training needs. 113 teachers from Germany and 379 teachers from Greece completed a survey questionnaire. The data were analyzed through a series of RM ANOVAs, correlation analyses, and confirmatory factor analysis. Data from interviews with 25 German and 20 Greek teachers were used as supporting qualitative data. The results indicated that teachers use similar constructs in their assessment and in their conceptualisations of LAL but their perceived training needs differed depending on their educational contexts. The interviews helped identify deeper insights into contextual factors. The paper discusses the importance of context in assessment and offers recommendations for teacher education programmes in language assessment literacy that are context responsive.

Emotional literacy in EFL classes: The relationship between teachers' trait emotional intelligence level and the use of emotional literacy strategies

System

This study investigates the relationship between the levels of trait emotional intelligence (trai... more This study investigates the relationship between the levels of trait emotional intelligence (trait EI) of teachers of English as a Foreign Language (EFL) and the teaching strategies they use in the classroom to develop students' emotional literacy (EL). It also examines the influence of factors such as teaching experience and class size on teachers' choice of EL strategies. The study used a mixed methods design, first administering questionnaires to EFL teachers (N=102) within Cyprus and locations outside the country, followed by in-depth interviews with a smaller number of respondents (N=11). Overall, the questionnaire results indicated a correlation between teachers' trait EI and teaching practices. Furthermore, the content analysis of the interviews, showed that the level of educational sector (school vs university) plays a significant role in the use of these strategies and identified areas for improvement. The results form the basis for recommendations for an EL training program targeting the promotion of EL in the EFL classroom.

Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers

Applied Linguistics Review

The present paper examines the effects of the monolingual and the bilingual approach in the secon... more The present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.

Early Language Learning in Private Language Schools in the Republic of Cyprus: Teaching Methods in Modern Times

Mediterranean Language Review

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

Dyslexia (Chichester, England), Jan 9, 2018

This study examines the effect of demographic variables on the beliefs of teachers of English as ... more This study examines the effect of demographic variables on the beliefs of teachers of English as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream classrooms in Greece, Cyprus, and Poland and identifies their professional development needs. Statistically significant multivariate analysis effects were obtained for country, training, teaching experience with dyslexic learners, and school type. Unlike overall teaching experience and completed level of education (degree), the type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) seems to shape the perception of teacher preparedness to successfully include these learners. Other interesting tendencies were identified such as between-country differences concerning sources of prior professional knowledge on EFL and dyslexia as well as preferences for particular modes of training. The paper highlights the demand for professional training on EFL ...

Use of Mother Tongue in Second Language Learning: Voices and Practices in Private Language Education in Cyprus

Mediterranean Language Review, 2016

Washback, Impact, and Consequences Revisited

Language Testing and Assessment, 2016

Language Assessment Literacy Enhancement: Any Room for Technology-Enhanced Language Learning?

2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), 2016

The Cypriot adolescent learners’ attitudes towards peer assessment of writing

Peer assessment of writing in secondary education

1. The handbook of second language assessment

Handbook of Second Language Assessment, 2000

Translation in language teaching and assessment

Assessment Literacy of Foreign Language Teachers: Findings of a European Study

Language Assessment Quarterly, 2014

Washback of a high-stakes English exam on teachers’ perceptions and practices

The First Certificate in English (Cambridge ESOL) is a well-known language exam in Greece intende... more The First Certificate in English (Cambridge ESOL) is a well-known language exam in Greece intended to have positive influence on teaching and learning. However, local practitioners believe that the FCE has negative consequences on the curriculum, teaching and learning. This paper explores the relationship between the intended influence of the FCE exam, teachers’ perceptions towards the exam and their classroom practices. The paper also identifies the existence of factors that seem to influence teaching and learning beyond the exam itself. It concludes by making recommendations for future research and for teachers and teacher educators on avoiding negative effects from high-stakes exams.

Assessment Literacy of Foreign Language Teachers around Europe: Research, Challenges and Future Prospects

The concept of literacy has expanded significantly in the course of the last decade to include co... more The concept of literacy has expanded significantly in the course of the last decade to include computer literacy or science literacy in academic and public discourse. The recent focus of attention on classroom-based language assessment has brought the aspect of language assessment literacy (LAL) to the forefront, with foreign language teachers as one important group of stakeholders whose professionalization of this concept is important. The current paper aims at relating the findings from part of a large-scale study that was undertaken in seven different European countries in order to shed light on perceived LAL levels of foreign language teachers and their training needs in language testing and assessment. The focus will be on the qualitative part of the mixed methods study that examines foreign language school teachers' perceptions in three different educational contexts, namely Cyprus, Germany and Greece. The paper closes with an outline of the implications for teacher develo...

Teacher Educators’ Conceptions of Language Assessment Literacy in Norway

Journal of Language Teaching and Research

In order to gain a deeper understanding of what language assessment literacy (LAL) is and how it ... more In order to gain a deeper understanding of what language assessment literacy (LAL) is and how it can be developed, it is relevant to investigate it from the point of view of different stakeholders (Harding & Kremmel, 2016). As for teacher LAL, this phenomenon has largely been studied from the teachers’ own perspectives, leaving other stakeholders’ understanding of the construct underresearched. The current study used an exploratory, qualitative research design to investigate teacher educators’ conceptions of teacher LAL in the Norwegian educational context. Teacher educators are an influential stakeholder group in education, whose knowledge of teaching and assessment can inform our understanding of teacher LAL in important ways. Taking Taylor’s (2013) LAL model as a starting point, this study explored five English teacher educators’ general understanding of teacher LAL, as well as the relevance of the components of Taylor’s model in particular. The study provides important empirical...

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

Studies in Second Language Learning and Teaching

The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dy... more The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service tra...

Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries

Language Assessment Quarterly

Language assessment literacy

Perspectives on Language Assessment Literacy

DysTEFL‐Needs Analysis Questionnaire Revised

PsycTESTS Dataset

What Do Teachers Think They Want? A Comparative Study of In-Service Language Teachers’ Beliefs on LAL Training Needs

Language Assessment Quarterly

The purpose of the study was to investigate English language teachers' perceptions of assessment,... more The purpose of the study was to investigate English language teachers' perceptions of assessment, their language assessment literacy (LAL) levels and their training needs. 113 teachers from Germany and 379 teachers from Greece completed a survey questionnaire. The data were analyzed through a series of RM ANOVAs, correlation analyses, and confirmatory factor analysis. Data from interviews with 25 German and 20 Greek teachers were used as supporting qualitative data. The results indicated that teachers use similar constructs in their assessment and in their conceptualisations of LAL but their perceived training needs differed depending on their educational contexts. The interviews helped identify deeper insights into contextual factors. The paper discusses the importance of context in assessment and offers recommendations for teacher education programmes in language assessment literacy that are context responsive.

Emotional literacy in EFL classes: The relationship between teachers' trait emotional intelligence level and the use of emotional literacy strategies

System

This study investigates the relationship between the levels of trait emotional intelligence (trai... more This study investigates the relationship between the levels of trait emotional intelligence (trait EI) of teachers of English as a Foreign Language (EFL) and the teaching strategies they use in the classroom to develop students' emotional literacy (EL). It also examines the influence of factors such as teaching experience and class size on teachers' choice of EL strategies. The study used a mixed methods design, first administering questionnaires to EFL teachers (N=102) within Cyprus and locations outside the country, followed by in-depth interviews with a smaller number of respondents (N=11). Overall, the questionnaire results indicated a correlation between teachers' trait EI and teaching practices. Furthermore, the content analysis of the interviews, showed that the level of educational sector (school vs university) plays a significant role in the use of these strategies and identified areas for improvement. The results form the basis for recommendations for an EL training program targeting the promotion of EL in the EFL classroom.

Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers

Applied Linguistics Review

The present paper examines the effects of the monolingual and the bilingual approach in the secon... more The present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.

Early Language Learning in Private Language Schools in the Republic of Cyprus: Teaching Methods in Modern Times

Mediterranean Language Review

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

Dyslexia (Chichester, England), Jan 9, 2018

This study examines the effect of demographic variables on the beliefs of teachers of English as ... more This study examines the effect of demographic variables on the beliefs of teachers of English as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream classrooms in Greece, Cyprus, and Poland and identifies their professional development needs. Statistically significant multivariate analysis effects were obtained for country, training, teaching experience with dyslexic learners, and school type. Unlike overall teaching experience and completed level of education (degree), the type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) seems to shape the perception of teacher preparedness to successfully include these learners. Other interesting tendencies were identified such as between-country differences concerning sources of prior professional knowledge on EFL and dyslexia as well as preferences for particular modes of training. The paper highlights the demand for professional training on EFL ...

Use of Mother Tongue in Second Language Learning: Voices and Practices in Private Language Education in Cyprus

Mediterranean Language Review, 2016

Washback, Impact, and Consequences Revisited

Language Testing and Assessment, 2016

Language Assessment Literacy Enhancement: Any Room for Technology-Enhanced Language Learning?

2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), 2016

The Cypriot adolescent learners’ attitudes towards peer assessment of writing

Peer assessment of writing in secondary education

1. The handbook of second language assessment

Handbook of Second Language Assessment, 2000

Translation in language teaching and assessment

Assessment Literacy of Foreign Language Teachers: Findings of a European Study

Language Assessment Quarterly, 2014

Translation in Language Teaching and Assessment

by Georgios Floros and Dina Tsagari