Teacher Beliefs, Personal Theories and Conceptions of Assessment Literacy - A Tertiary EFL Perspective

The qualitative data was based on semi-structured interviews conducted with 12 tertiary EFL teachers working in 3 higher education institutes in the Easter Province of KSA. All required research ethical procedures before and after collecting data were followed. These included institutional and participant consent for data collection. Also, other ethical procedures such as participant anonymity, data confidentiality and data protection were ensured. The data was analyzed using thematic analysis approach, which included data reduction in the form of codes, subcategories, categories and themes.

本研究的质性数据来源于对沙特阿拉伯王国（Kingdom of Saudi Arabia, KSA）东部省3所高等院校任职的12名高等教育英语作为外语（English as a Foreign Language, EFL）教师开展的半结构化访谈。本研究严格遵循数据收集全流程的必要研究伦理规范，涵盖研究机构与受访参与者的数据收集许可；同时落实了参与者匿名、数据保密与数据保护等其余伦理审查要求。本研究采用主题分析法（Thematic Analysis）对采集所得数据进行分析，该分析流程包含以编码、子类别、类别及主题为形式的数据精简环节。