Exploring the relationship between EFL teachers' language assessment literacy and their reflective teaching

As many language teachers struggle to bridge the research-practice gap in language evaluation, they have not yet put a crucial piece of the puzzle of teacher education in place. Besides classroom instruction, teachers' Professional Development (PD) should include opportunities for reflection. This study explores the relationship between EFL teachers' language assessment literacy and their reflective teaching of Turkish EFL teachers, reexamining their current classroom assessment practices and their plans for future language assessment actions by reflecting on the practical relevance of recent assessment research. Teacher reflection on research-based theories and language assessment procedures are compatible and guides teachers' reflection on future language assessment performance, according to the findings (reflection-on-action). We also encouraged teachers to make suggestions for practically improving their Language Assessment Literacy (LAL). The data collection method includes a questionnaire distributed among 100 EFL teachers, and the collected data was analyzed using SPSS software following a multiple-phased systematic content analysis. Keywords: Language assessment literacy, Reflective teaching,Turkish EFL instructors