Exploring Chinese EFL teachers’ perceptions of creativity and criticality in assessment practices: A qualitative study

Abstract

Various studies have highlighted the significant role of creativity and criticality in English as a foreign language (EFL) contexts. Yet, their contribution to and mechanism in assessment domains are widely neglected. To address this shortcoming in the literature, the present study took advantage of a qualitative design via a semi‐structured interview with a sample of 29 Chinese EFL teachers to unravel their perceptions of creativity and criticality in second language (L2) assessment practices. The interview results pinpointed that Chinese EFL teachers regarded both creativity and criticality as valuable skills, which can be nurtured via various assessment practices in the class. Specifically, the participants maintained that creativity could be measured and improved by using “multimedia and technologies,” “games and scenarios,” “mind maps,” and “authentic assessment.” Likewise, criticality can be developed in learners through “debates and discussions,” “role play,” “written tests like argumentative essays,” and “oral interviews.” The findings are discussed about prior research and implications are suggested to EFL teachers, teacher educators, and curriculum designers to increase their understanding and implementation of assessment practices oriented to creativity and criticality.