This study applied the Mixed Rasch Model (MRM) to the listening comprehension section of the International English Language Testing System (IELTS) to detect latent class differential item functioning (DIF) by exploring multiple profiles of second/foreign language listeners. Item responses of 462 examinees to an IELTS listening test were subjected…

Language assessment is increasingly computermediated. This development presents opportunities with new task formats and equally a need for renewed scrutiny of established conventions. Recent recommendations to increase integrated skills assessment in lecture comprehension tests is premised on empirical research that demonstrates enhanced construct…

Enhancing students' lexical fluency and academic performance in speaking exams presents a significant challenge for English as a foreign language (EFL) instructors. The pursuit of effective tools to engage students and facilitate their learning process has been ongoing. The incorporation of technology in EFL learning contexts, particularly through…