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dc.contributor.authorWACH, ALEKSANDRA-
dc.identifier.citationGlottodidactica, Vol. 39/1 (2012), s. 81-92.pl_PL
dc.description.abstractThis paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.pl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectLanguage assessmentpl_PL
dc.subjectTeacher assessmentpl_PL
dc.subjectTeachers’ beliefspl_PL
dc.subjectTeacher as assessorpl_PL
dc.titleClassroom-based language efficiency assessment: a challenge for EFL teacherspl_PL
Appears in Collections:Glottodidactica, Vol. 39/1 (2012)

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