Ockey, Gary J.Alharthi, Abdulrahman Abdullah2024-05-162024-05-162024-05https://hdl.handle.net/20.500.14154/72048Language Assessment Literacy (LAL) has gained greater attention in recent years in the field of second language assessment and language teacher education. However, LAL within L2 listening assessment has received little (or no) attention. As a result, the current research project aims at filling this gap in the literature by investigating Listening Assessment Literacy among EFL teachers. The study implemented an exploratory mixed-method research design, starting the first phase of data collection by conducting semi-structured interviews and think-aloud protocols with six language assessment experts and five EFL teachers. The goal during this phase was to find out what competencies are essential for teachers to create effective classroom L2 listening tests. This qualitative data was used to create a listening assessment literacy knowledge test and a listening assessment literacy questionnaire, which consists of two sections that measure teachers' L2 listening assessment Beliefs and Practices. The second phase involved administering the questionnaire and the short Knowledge test to 119 teachers of adult EFL learners. Rasch analyses were run on the knowledge test and the questionnaire to provide logits values for items and participants. The Wright maps from the three Rasch analyses provide insightful information about teachers' current L2 listening assessment literacy. The goal here is to provide the overall pattern of the teachers L2 listening assessment Beliefs, Practices, and Knowledge. Then, the study looked at certain variables from the demographic and teaching background section to see how these variables predict each of the three logits. The inferential statistics show some significant and some insignificant relationships between teachers’ listening assessment Beliefs, Practices, and Knowledge and four factors: teaching experience, education level, LAL courses, and LAL training. For example, taking LAL courses significantly predicted teachers’ L2 listening assessment Knowledge, but not their Beliefs or Practices. Overall, the current research project provides fruitful details about the current status quo of listening assessment literacy, which will have some implications for the fields of LAL as well as L2 listening assessment.245en-USLALThesis