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

Language Testing in Asia

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

	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
CLA assessors	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

*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