References
[1]. Ahmadi, A., & Mirshojaee, S. B. (2016). Iranian English language teachers' assessment literacy: The case of public school and language institute teachers. The Iranian EFL Journal, 12 (2), 6-32. Retrieved from https://www.research gate.net/profile/Mohammad_ Amini_Farsani3/publication/303443511_Iranian_EFL_Learn ers' _Noticing _of_Morpho-Syntactic_Corrective_ Feedback_Recast_Types_and_Uptake/links/574c286d 08ae538af6a50e2c.pdf#page=6
[2]. Akbari, R., & Yazdanmehr, E. (2011). EFL teachers' recruitment and dynamic assessment in private language institutes of Iran. Journal of English Language Teaching and Learning, 3(8), 29-51. Retrieved from http://elt.tabrizu.ac.ir/ article_612_150.html
[3]. Aliakbari, M., & Ghoreyshi, M. (2013). On the evaluation of master of arts program in teaching English as a foreign language (TEFL) at Ilam university. European Online Journal of Natural and Social Sciences, 2(2), 545- 558. https://doi.org/10.1016/0014-4827(83)90414-7
[4]. Beh-Afarin, S. R. (2003). ELT teacher education evaluation: Assessment of needs, pedagogical constraints, and objective setting in EFL teacher education programs (TEPs) (Unpublished doctoral dissertation). Tehran: Islamic Azad University.
[5]. Boyles, P. (2006). Assessment literacy. In M. H. Rosenbusch (Ed.), New Visions in Action: National Assessment Summit Papers (pp. 18-23). Iowa, US: Iowa State University. Retrieved from http://citeseerx.ist.psu.edu/ viewdoc/download?doi=10.1.1.883.1970&rep=rep1&ty pe=pdf#page=18
[6]. Crookes, G. (1993). Action research for second language teachers: Going beyond teacher research. Applied Linguistics, 14(2), 130-144. https://doi.org/ 10.1093/applin/14.2.130
[7]. Crookes, G., & Chandler, P. M. (2001). Introducing action research into the education of postsecondary foreign language teachers. Foreign Language Annals, 34, 131-140. https://doi.org/10.1111/j.1944-9720.2001. tb02818.x
[8]. Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers' knowledge, beliefs, and practices. Assessing Writing, 28, 43-56. https://doi.org/10.1016/j.asw.2016.03.001
[9]. Dashtestani, R. (2014). Computer literacy of Iranian teachers of English as a foreign language: Challenges and obstacles. International Journal of Pedagogies and Learning, 9(1), 87-100. https://doi.org/10.1080/18334105. 2014.11082022
[10]. Dempsey, M. S., Pytlikzillig, L. M., & Bruning, R. H. (2009). Helping preservice teachers learn to assess writing: Practice and feedback in a web-based environment. Assessing Writing, 14(1), 38-61. https://doi.org/10.1016/ j.asw. 2008.12.003
[11]. Forouzandeh, E., Riazi, A. M., & Sadighi, F. (2008). TEFL program evaluation AT master's level in Iran. Teaching English Language and Literature Society of Iran (TELLSI), 2(6), 71-100. Retrieved from https://www.sid.ir/En/Journal/ ViewPaper.aspx?ID=135337
[12]. Ghaemi, M., Naderi, E., & Naraghi, M. S. (2015). Investigate the role of implemented teacher education curriculum on the teacher qualifications, of teacher who are graduated from Universities in the province of Razavi Khorasan in order to evaluate and improve mentioned Curriculum (2014-2015). Cumhuriyet University Faculty of Science, 36 (3), 3566-3571. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1. 1.876.7443&rep=rep1&type=pdf
[13]. Gu, P. Y. (2016). Questionnaires in language teaching research. Language Teaching Research, 20(5), 567-570. https://doi.org/10.1177/1362168816664001
[14]. Hashemian, M., & Azadi, G. (2014). EFL teachers' understanding of the teaching portions of INSET programs. Journal of Research in Applied Linguistics, 5(1), 62-76. Retrieved from http://rals.scu.ac.ir/article_10738_05c1d 7e967e2a30a9681197bedb2032a.pdf
[15]. Hatch, E., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Boston, US: Heinle & Heinle.
[16]. Jahanban-isfahlan, H., Tamjid, N. H., & Seifoori, Z. (2017). Educational technology in Iranian high schools: EFL teachers' attitudes, perceived competence, and actual use. Education Research International, 2017, 1-9. https://doi.org/10.1155/2017/9738264
[17]. Karmivand, P. N., Hessamy, G., & Hemmati, F. (2014). The place of post method pedagogy in teacher education programs in EFL language centers of Iran. Iranian Journal of Applied Linguistics (IJAL), 17(2), 59-91. Retrieved from https://ijal.khu.ac.ir/article-1-2247-fa.html
[18]. Karimi, M. N. (2011). Variations in EFL teachers' pedagogical knowledge base as a function of their teaching license status. The Journal of Teaching Language Skills (JTLS), 30(3), 83-114. Retrieved from jtls.shirazu.ac.ir/m/ article_379_6ccac0606c1d0033615189cac5dc52c2.pdf
[19]. Malone, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344. https://doi.org/10.1177/02655 32213480129
[20]. Mede, E., & Atay, D. (2017). English language teachers' assessment literacy: The Turkish context. Dil Dergisi, 168(1), 43-60. Retrieved from http://dergiler.ankara. edu.tr/dergiler/27/2188/22675.pdf
[21]. Mehrani, M. B. (2014). Real-life research: Bridging the gap between research and practice: Voice of mediators. Pan-Pacific Association of Applied Linguistics, 18(2), 21-38. Retrieved from https://files.eric.ed.gov/fulltext/Ej1051 324.pdf
[22]. Mehrani, M. B. (2015). English teachers' research engagement: Level of engagement and motivation. Iranian Journal of Language Teaching Research, 3(1), 83- 97. Retrieved from https://files.eric.ed.gov/fulltext/ EJ1127337.pdf
[23]. Mehrani, M. B., & Behzadnia, A. (2013). English teachers' research engagement: Current barriers and future strategies. International Journal of Foreign Language Teaching and Research, 2(4), 17-2. Retrieved from jfl.iaun.ac.ir/article_10579_2774670561a1095e5 4317d0abb72a977.pdf
[24]. Mellati, M., & Khademi, M. (2018). Exploring teachers' assessment literacy: Impact on learners' writing achievements and implications for teacher development. Australian Journal of Teacher Education, 43(6), 1-18. https://doi.org/10.14221/ajte.2018v43n6.1
[25]. Mertler, C. A. (2009). Teachers' assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12(2), 101-113. https://doi.org/10.117 7/13654802 09105575
[26]. Moghaddas, B., & Zakeri, J. (2012). English teacher education in Iran. ELT Voices – India, 2(4), 1-13.
[27]. Mohsenian, M., Rezai, A., & Abdolmanafi-Rokni, S. J. (2015). An Investigation into the criteria for selecting teachers in English language institutes in Iran. Journal of Applied Linguistics and Language Research, 2(5), 215- 230. Retrieved from www.jallr.com/index.php/JALLR/ article/download/113/pdf113
[28]. Moiinvaziri, M., & Razmjoo, S. A. (2016). Teachers-tobe voices: A grounded theory approach towards challenges facing Iranian EFL M.A. candidates. Journal of Research in Applied Linguistics, 7(1), 54-74. https://doi.org/ 10.22055/rals.2016.11777
[29]. Moradi, K., Sepehrifar, S., & Khadiv, T. P. (2014). Exploring Iranian EFL teachers' perceptions on supervision. Procedia - Social and Behavioral Sciences (Vol. 98, pp. 1214-1223). https://doi.org/10.1016/j.sbspro.2014.03.536
[30]. Navidinia, H., Kiani, G. R., Akbari, R., & Samar, G. R. (2014). EFL teacher performance evaluation in Iranian high schools: Examining the effectiveness of the status quo and setting the groundwork for developing an alternative model. International Journal of Humanities, 21(4), 27–53. Retrieved from ijmpp.modares.ac.ir/article-27-6297- en.pdf%0A%0A
[31]. Nemati, M., Alavi, S. M., Mohebbi, H., & Masjedlou, A. P. (2017). Teachers' writing proficiency and assessment ability: The missing link in teachers' written corrective feedback practice in an Iranian EFL context. Language Testing in Asia, 7(1), 21. https://doi.org/10.1186/s40468- 017-0053-0
[32]. Norton, L. S. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. Abingdon, Oxon: Routledge.
[33]. Nunan, D. (1997). Developing standards for teacherresearch in TESOL. TESOL Quarterly, 31(2), 365-367. https://doi.org/10.2307/3588053 [34]. Pallant, J. (2013). SPSS survival manual: A step by step th guide to data analysis using IBM SPSS (5 . ed.). Berkshire, England: Open University Press.
[35]. Rahmani, E. (2016). The nexus between EFL teachers' assessment literacy and their professional success. International Journal of Research in Linguistics, Language Teaching and Testing, 1(2), 74-85. Retrieved from http://ijrlltt.com/fulltext/paper-24092016091317.pdf
[36]. Rahmany, R., Hasani, M. T., & Parhoodeh, K. (2014). EFL teachers' attitudes towards being supervised in an EFL context. Journal of Language Teaching and Research, 5(2), 348-359. https://doi.org/10.4304/jltr.5.2.348-359
[37]. Razi, N., & Kargar, A. A. (2014). Evaluation of in-service foreign language teacher education program in Iran. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5(1), 221-236. Retrieved from www.ijllalw.org/finalversion5118.pdf%0A%0A
[38]. Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge, UK: Cambridge University Press.
[39]. Sarlak, N., & Vafaeimehr, R. (2014). Iranian EFL teachers' reflection on current teacher training programs. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 6(1), 47-58. Retrieved from www.ijllalw.org/finalversion615.pdf
[40]. Soleimani, H., Ravari, M. R., & Jafarigohar, M. (2017). Computer, information and multimedia literacy among EFL teachers: Construction and validation of a scale. Quarterly Journal of Iranian Distance Education (IDEJ), 1(1), 43-54. Retrieved from http://journals.pnu.ac.ir/article_ 4204_44992c0c54347fa2619ede2a28cd86ea.pdf
[41]. Soltanpour, F., & Valizadeh, M. (2017). Iranian EFL teachers' perspectives on SLA research and EFL pedagogy: Do majors matter? International Journal of Applied Linguistics and English Literature, 6(5), 90-106. https://doi.org/10.7575/aiac.ijalel.v.6n.5p.90
[42]. Somekh, B. (2006). Action research: A methodology for change and development. Berkshire, England: Open University Press.
[43]. Stiggins, R. (2014). Improve assessment literacy outside of schools too. Phi Delta Kappan, 96(2), 67-72. https://doi.org/10.1177/0031721714553413
[44]. Talebinejad, M. R., & Moattarian, A. (2015). Second language acquisition research and language pedagogy: A critical view. International Journal of Linguistics, 7(4), 1-15. https://doi.org/10.5296/ijl.v7i4.7826
[45]. Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402. https://doi.org/10.1080/15434303.2014.960046
[46]. Webb, N. L. (2002). Assessment literacy in a standardsbased urban education setting. In Annual Meeting of the American Educational Research Association (pp. 1-20). New Orleans , Louisiana. Retrieved from http://facstaff.wceruw.org/normw/AERA 2002/Assessment literacy NLW Final 32602.pdf
[47]. Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209. https://doi.org/10.1016/j.jslw.2007.07.004
[48]. Weigle, S. C. (2014). Considerations for teaching second language writing. In M. Celce-Murcia, D. M. Rinton, & M. A. Snow (Eds.), Teaching English as a second or foreign th language (4 Ed.) (pp. 222-237). Boston, MA: Heinle Cengage Learning.
[49]. White, E. (2009). Are you assessment literate? Some fundamental questions regarding effective classroombased assessment. OnCUE Journal, 3(1), 3-25. Retrieved from http://jaltcue.org/files/OnCUE/OCJ3-1articles/OCJ3- 1-White-pp3-25.pdf
[50]. Zolfaghari, S., & Ashraf, H. (2015). The relationship between EFL teachers' assessment literacy, their teaching experience, and their age: A case of Iranian EFL teachers. Theory and Practice in Language Studies, 5(12), 2550- 2556. https://doi.org/10.17507/tpls.0512.16
