Enhancing Teacher Self-Assessment Instruments for Evaluating Collaborative Learning in Multicultural EFL Classrooms
Abstract
This study addresses the need for culturally sensitive teacher evaluation instruments in multicultural English as a Foreign Language (EFL) classrooms in Qinghai Province, China, where diverse ethnic groups (Han Chinese, Tibetan, Hui, and Mongolian) learn together. The research employed a quantitative research method to design and validate a teacher self-assessment checklist for evaluating collaborative learning approaches in these settings. Grounded in Classical Reliability Theory, Transformational Leadership Theory, and Intercultural Communication Theory, the 28-item instrument encompasses six dimensions: CLA Understanding and Teacher Preparedness, Classroom Implementation, Student Engagement and Feedback, Adaptation and Reflection, Professional Development, and Challenges and Solutions. Data collected from 300 EFL teachers through stratified random sampling were analyzed using Cronbach's alpha and Confirmatory Factor Analysis (CFA). Results demonstrated excellent internal consistency reliability (α = 0.92) and strong construct validity, with CFA fit indices confirming the proposed six-factor structure. All factors showed satisfactory convergent and discriminant validity. The validated checklist addresses a critical gap in existing evaluation practices and contributes to multicultural education by providing a reliable instrument that positions cultural diversity as an asset rather than a challenge in EFL education, while promoting teacher reflection and facilitating professional development in multicultural collaborative learning environments.
Downloads
References
Adams, R. J. (2005). Reliability as a measurement design effect. Studies in Educational Evaluation, 31(2-3), 162-172. https://doi.org/10.1016/j.stueduc.2005.05.008
Ajjawi, R., Tai, J., Dollinger, M., Dawson, P., Boud, D., & Bearman, M. (2024). From authentic assessment to authenticity in assessment: broadening perspectives. Assessment & Evaluation in Higher Education, 49(4), 499-510. https://doi.org/10.1080/02602938.2023.2271193
Alzubi, A. A., Nazim, M., & Ahamad, J. (2024). Examining the effect of a collaborative learning intervention on EFL students’ English learning and social interaction. Journal of Pedagogical Research, 8(2), 26-46. https://doi.org/10.33902/JPR.202425541
Amjad, A. I., Ishaque, M. M., & Rafique, M. U. (2023). Unravelling the psychological underpinnings of classroom dynamics: A study on teacher-student interaction. Journal of Development and Social Sciences, 4(3), 239-250. https://doi.org/10.47205/jdss.2023(4-III)23
Anderson, K. C., Stern, M. J., Powell, R. B., Dayer, A. A., & Archibald, T. G. (2022). A culturally responsive evaluation framework and its application in environmental education. Evaluation and Program Planning, 92, 102073. https://doi.org/10.1016/j.evalprogplan.2022.102073
Awad, G. H., Patall, E. A., Rackley, K. R., & Reilly, E. D. (2016). Recommendations for culturally sensitive research methods. Journal of Educational and Psychological Consultation, 26(3), 283-303. https://doi.org/10.1080/10474412.2015.1046600
Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
Bommanaboina, L. D., & Bommanaboina, R. D. (2024). Enhancing ESL preservice teachers' formative assessment skills: Developing reflective analytic rubrics for language assessment tasks. The International Journal of Humanities Education, 23(1), 69-102. https://doi.org/10.18848/2327-0063/CGP/v23i01/69-102
Boruah, P. B. (2022). Visibility as validation: A case study of culturally responsive materials development for TESOL. The CATESOL Journal, 33(1).
Buchs, C., & Maradan, M. (2021). Fostering equity in a multicultural and multilingual classroom through cooperative learning. Intercultural Education, 32(4), 401-416. https://doi.org/10.1080/14675986.2021.1889986
Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters.
Csillik, É. (2022). Intercultural challenges of teaching in multilingual/multicultural classrooms. In Research anthology on bilingual and multilingual education (pp. 481-499). IGI Global. https://doi.org/10.4018/978-1-7998-8993-4.ch027
Doyle, N. B., Downer, J. T., Brown, J. L., & Lowenstein, A. E. (2022). Understanding high quality teacher-student interactions in high needs elementary schools: An exploration of teacher, student, and relational contributors. School Mental Health, 14(4), 997-1010. https://doi.org/10.1007/s12310-022-09510-9
Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024). Cultural competence in education: Strategies for fostering inclusivity and diversity awareness. International Journal of Applied Research in Social Sciences, 6(3), 383-392. https://doi.org/10.51594/ijarss.v6i3.573
Egitim, S. (2025). Collaborative leadership in English language classrooms: Engaging learners in leaderful classroom practices and strategies. International Journal of Leadership in Education, 28(1), 32-52.
Eliyahu-Levi, D. (2023). International collaborative learning experiences cultivate ethnic-cultural dialogue among peers. Pedagogies: An International Journal, 18(4), 691-709. https://doi.org/10.1080/1554480X.2022.2037483
Er, E., Dimitriadis, Y., & Gašević, D. (2021). A collaborative learning approach to dialogic peer feedback: A theoretical framework. Assessment & Evaluation in Higher Education, 46(4), 586-600. https://doi.org/10.1080/02602938.2020.1786497
Franco, M. P., Bottiani, J. H., & Bradshaw, C. P. (2024). Assessing teachers’ culturally responsive classroom practice in PK–12 schools: A systematic review of teacher-, student-, and observer-report measures. Review of Educational Research, 94(5), 743-798. https://doi.org/10.3102/0034654323120872
Garton, S., & Tekin, S. (2022). Teaching English to young learners. In M. Ahmadian & M. P. García Mayo (Eds.), Handbook of practical second language teaching and learning (pp. 83-96). Routledge. https://doi.org/10.4324/9781003157601-8
Ghavifekr, S. (2020). Collaborative learning: A key to enhance students' social interaction skills. MOJES: Malaysian Online Journal of Educational Sciences, 8(4), 9-21. https://doi.org/10.17576/MOJES-2020-0804-02
Gkintoni, E., & Nikolaou, G. (2024). The cross-cultural validation of neuropsychological assessments and their clinical applications in cognitive behavioral therapy: A scoping analysis. International Journal of Environmental Research and Public Health, 21(8), 1110. https://doi.org/10.3390/ijerph21081110
Gómez-Hurtado, I., Valdés, R., González-Falcón, I., & Jiménez Vargas, F. (2021). Inclusive leadership: Good managerial practices to address cultural diversity in schools. Social Inclusion, 9(4), 69-80. https://doi.org/10.17645/si.v9i4.4574
Hargreaves, A. (2021). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. In X. Zhu, A. L. Goodwin, & H. Zhang (Eds.), Quality of teacher education and learning: Policy and practice in the Asia-Pacific region (pp. 103-121). Springer. https://doi.org/10.1007/978-981-16-3606-0_6
Ismail, I. A., Qadhafi, R., Huza, O., & Yorinda, Y. (2024). Teaching at the right level (TaRL) as a potential solution for improving middle school education: A systematic review of the literature. International Journal of Academic Pedagogical Research (IJAPR), 8(4), 126-138.
Jacob, F. I. L. G. O. N. A., John, S. A. K. I. Y. O., & Gwany, D. M. (2020). Teachers' pedagogical content knowledge and students' academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44.
Jain, P. (2024). Authentic Materials for Intercultural Communication: Develop Speaking Materials That Encourage Learners to Engage in Authentic Cross-Cultural Communication Effectively in Diverse Global Contexts. Creative Saplings, 3(4), 1-14. https://doi.org/10.56062/gtrs.2024.3.4.563
Kaplan Toren, N., & Schwartz, M. (2025). Professional development of preschool teacher assistants in multilingual and multicultural contexts. Early Childhood Education Journal, 53(3), 903-915. https://doi.org/10.1007/s10643-024-01629-5
Kethüda, Ö. (2021). Which matters more in higher education: Social environment or teaching excellence? A comparison between private and public universities. Yükseköğretim Dergisi, 11(1), 51-62. https://doi.org/10.2399/yod.20.709129
Kwan, P. (2020). Is transformational leadership theory passé? Revisiting the integrative effect of instructional leadership and transformational leadership on student outcomes. Educational Administration Quarterly, 56(2), 321-349. https://doi.org/10.1177/0013161X19867338
Landsman, J., & Lewis, C. W. (Eds.). (2023). White teachers/diverse classrooms: Creating inclusive schools, building on students' diversity, and providing true educational equity. Taylor & Francis. https://doi.org/10.4324/9781003243465
Liao, H., & Li, L. (2023). Facilitating EFL learners' intercultural competence through culturally responsive teaching in oral English classrooms. System, 115, 103070. https://doi.org/10.1016/j.system.2023.103070
Livingston, S. A., Carlson, J., & Bridgeman, B. (2018). Test reliability-basic concepts (Research Memorandum No. RM-18-01). Educational Testing Service.
Mahon, J., & Cushner, K. (2020). Intercultural communication in the multicultural classroom. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (pp. 427-441). Routledge. https://doi.org/10.4324/9781003036210-28
Männistö, M., Mikkonen, K., Kuivila, H. M., Virtanen, M., Kyngäs, H., & Kääriäinen, M. (2020). Digital collaborative learning in nursing education: A systematic review. Scandinavian Journal of Caring Sciences, 34(2), 280-292. https://doi.org/10.1111/scs.12743
Meihami, H. (2023). Culturally responsive teaching in TEFL programs: Exploring EFL teachers’ experiences. English Teaching & Learning, 47(1), 119-144. https://doi.org/10.1007/s42321-022-00108-7
Meijer, H., Hoekstra, R., Brouwer, J., & Strijbos, J. W. (2020). Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education. Assessment & Evaluation in Higher Education, 45(8), 1222-1240. https://doi.org/10.1080/02602938.2020.1729696
Meyer, P. (2010). Understanding measurement: Reliability. Oxford University Press.
Michaelsen, L. K., Knight, A. B., & Fink, L. D. (Eds.). (2023). Team-based learning: A transformative use of small groups in college teaching. Taylor & Francis. https://doi.org/10.4324/9781003458104
Nguyen, C. D. (2021). The construction of age-appropriate pedagogies for young learners of English in primary schools. The Language Learning Journal, 49(1), 13-26. https://doi.org/10.1080/09571736.2018.1451913
Niemi, K. (2021). 'The best guess for the future?' Teachers' adaptation to open and flexible learning environments in Finland. Education Inquiry, 12(3), 282-300. https://doi.org/10.1080/20004508.2020.1816371
Nortvedt, G. A., Wiese, E., Brown, M., Burns, D., McNamara, G., O'Hara, J., ... & Taneri, P. O. (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability, 32(1), 5-27. https://doi.org/10.1007/s11092-020-09316-w
Nsor-Ambala, R. (2022). The impact of collaborative learning approaches on assessment outcomes in an accounting theory class. Accounting Education, 31(1), 1-38. https://doi.org/10.1080/09639284.2021.1909036
Ogbonnaya, C. N., Izuagba, J. N., & Chukwudebelu, C. B. (2020). Assessment of the impact of transformational leadership style on students' academic achievement in English language. International Journal of Advanced Academic Research, 6(10).
Ojong, A. S. (2023). Unraveling the efficacy of differentiated instruction in enhancing second language acquisition: A comprehensive review and future directions. International Journal of Linguistics, Literature & Translation, 6(6). https://doi.org/10.32996/ijllt.2023.6.6.13
Papadopoulou, K., Palaiologou, N., & Karanikola, Z. (2022). Insights into teachers' intercultural and global competence within multicultural educational settings. Education Sciences, 12(8), 502. https://doi.org/10.3390/educsci12080502
Pollock, J. E., & Tolone, L. J. (2020). Improving student learning one teacher at a time. ASCD.
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students' learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391. https://doi.org/10.1080/10494820.2021.1884886
Rahmawati, Y. (2023). Assessing cross-cultural understanding and intercultural communication skills in EFL classrooms: Challenges, best practices, and perceptions. NextGen Education Review Journal, 1(2), 22-32. https://doi.org/10.58660/nextgen.v1i2.37
Rowan, L., Bourke, T., L'Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S., & Churchward, P. (2021). How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature. Review of Educational Research, 91(1), 112-158. https://doi.org/10.3102/0034654320979171
Sekhar, P. R., & Goud, S. (2024). Collaborative learning techniques in Python programming: A case study with CSE students at Anurag University. Journal of Engineering Education Transformations, 38. https://doi.org/10.16920/jeet/2024/v38i0/24014
Seno-Alday, S., & Budde-Sung, A. (2022). Teaching a while measuring b: cultural bias in assessing student performance. Journal of International Education in Business, 15(2), 273-289. https://doi.org/10.1108/JIEB-01-2021-0005
Shu, X., & Gu, X. (2023). An empirical study of a smart education model enabled by the edu-metaverse to enhance better learning outcomes for students. Systems, 11(2), 75. https://doi.org/10.3390/systems11020075
Snyder, S., & Fenner, D. S. (2021). Culturally responsive teaching for multilingual learners: Tools for equity. Corwin Press.
Su, F., & Zou, D. (2022). Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications. Computer Assisted Language Learning, 35(8), 1754-1788. https://doi.org/10.1080/09588221.2020.1831545.
Sun, D., Looi, C. K., Yang, Y., & Jia, F. (2025). Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic: Cognition and interaction. British Journal of Educational Technology, 56(1), 128-149.
Sun, L. (2024). Enhancing intercultural competence of Chinese English majors through AI-enabled Collaborative Online International Learning (COIL) in the digital era. Education and Information Technologies, 29(2), 4129-4161. https://doi.org/10.1007/s10639-023-12237-y
Supermane, S., Tahir, L., & Aris, M. (2018). Transformational leadership in teacher education. Behavioral & Social Sciences Librarian, 37(1), 38-50.
Suri, D., & Chandra, D. (2021). Teacher's strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education. Journal of Ethnic and Cultural Studies, 8(4), 271-285. https://doi.org/10.29333/ejecs/869
Swargiary, K. (2024). Navigating the modern classroom: A teacher's journey. LAP.
Van Knippenberg, D., & Sitkin, S. B. (2013). A critical assessment of charismatic—transformational leadership research: Back to the drawing board? Academy of Management Annals, 7(1), 1-60. https://doi.org/10.5465/19416520.2013.759433
Verma, D., & Katoch, K. S. (2024). Collaborative learning: Perceptions of teacher educators. Voices of Teachers and Teacher Educators, 13(1), 57-68. https://doi.org/10.33009/VTOE_13_1_2024_5
Warsah, I., Morganna, R., Uyun, M., Afandi, M., & Hamengkubuwono, H. (2021). The impact of collaborative learning on learners' critical thinking skills. International Journal of Instruction, 14(2), 443-460. https://doi.org/10.29333/iji.2021.14225a
Wijaya, K. F. (2021). Exploring EFL teachers' perspectives on collaborative learning activities in senior high school contexts. Journal of English Teaching, 7(2), 118-132. https://doi.org/10.33541/jet.v7i2.2693
Yang, X. (2023). A historical review of collaborative learning and cooperative learning. TechTrends, 67(4), 718-728. https://doi.org/10.1007/s11528-022-00779-w
Yeh, E., Sharma, R., Jaiswal-Oliver, M., & Wan, G. (2022). Culturally responsive social emotional learning for international students: Professional development for higher education. Journal of International Students, 12(1), 19-41. https://doi.org/10.32674/jis.v12i1.3364
Yen, P. H., & Thao, L. T. (2024). Exploring the implementation and perception of competency-based assessment practices among Vietnamese EFL instructors. Language Testing in Asia, 14(1), 26. https://doi.org/10.1186/s40468-024-00247-9
Yıldırım, R. (2019). Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors' experience. Journal of Language and Linguistic Studies, 15(3), 1155-1170. https://doi.org/10.17263/jlls.631552
Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 62(2), 162-180. https://doi.org/10.1080/00131881.2020.1755605
