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Table 1 Details of the participants in the focus-group discussion

From: Assessing Japanese teachers’ classroom English “internationally”: implications for the development of classroom English language benchmarks in Japan

  Participants Experience Research interest
IDS developers A 14 years’ experience as a teacher educator (mostly for in-service teachers of English) Motivation, self-regulation, teacher-learner autonomy
B 18 years’ experience as a teacher educator (mostly for pre-service teachers of English L2 reading
C 18 years’ experience as a teacher educator and as a teacher researcher and 5 years’ experience as a former high school teacher Teacher motivation, dynamic systems theory
D 14 years’ experience as an EFL teacher Can-do statements, CEFR
CLA assessors E 9 years’ experience as LPATE assessor, 10 years’ teaching experience at the Teacher Training Institute in Hong Kong, 6 years’ experience as an EFL teacher at secondary school Language assessment, grammar teaching/learning, language across the curriculum
F 6 years’ experience as LPATE assessor, 13 years’ teaching experience at the Teacher Training Institute in Hong Kong, 4 years’ ESL teaching experience in primary school Pronunciation, assessment, curriculum design
  1. *The authors consist of the IDS developers above and an expert (the fifth author) in the field of teacher education and LPATE in Hong Kong