This study examines the impact of teacher metapathy, or teachers' capacity to comprehend and sympathize with students' emotional and cognitive requirements, on the academic outcomes of IELTS applicants, such as total band scores, motivation, and language learning orientation. Ten IELTS teachers from five language training centers and 100 IELTS…

This article provides a review of research in applied linguistics published in Australia in the period 2015-2022. Primarily, it is based on articles from Australian publications as material from other sources is more widely available to an international audience. The research has been published in such journals as the "Australian Journal of…

Plurilingual competence or repertoire of languages refers to all individuals being potentially plurilingual. As plurilingual competence and language repertoires are individual, assessment modes targeted to the individual and localized to the context should be encouraged. This study explored and depicted the plurilingual profile of Italian Studies…

Stakeholders in exam-driven countries are responsible for developing test-related tasks to assess the quality of English as a Foreign Language (EFL) teaching and learning. Hence, the language assessment literacy (LAL) of different stakeholders has to be investigated. This mixed-methods study explored the required LAL competencies among two groups…

The purpose of this study is to investigate summative assessment (SA) perceptions and the sources of summative assessment literacy for novice second/foreign language teachers in Sweden and Finland. Data were collected through a questionnaire (N = 27) and a semi-structured interview (N = 22) from a group of novice teachers who graduated from two…

Although automated item generation has gained a considerable amount of attention in a variety of fields, it is still a relatively new technology in ELT contexts. Therefore, the present article aims to provide an accessible introduction to this powerful resource for language teachers based on a review of the available research. Particularly, it…

Teachers' beliefs about language and technology, pedagogy, and ability to integrate them can be challenging within the second language classroom. This study was a conceptual replication of previous work in the field of TPACK with world language teachers. This mixed-methods study included 59 current in-service world language teachers grades 9-12 in…

This study aimed to examine the practices of EFL teachers in test construction. It was conducted in six purposively selected secondary schools. The study addressed the following question: What are the practices of EFL teachers in test construction? The theoretical basis of the study was Bloom's taxonomy. The design of the study was a convergent…

Released in 2018, China's Standards of English Language Ability (CSE) set a benchmark for language education and assessment in China, integrating with international standards. This study investigates whether CSE assessment literacy (understanding and applying CSE standards in assessment practice) enhances Language Assessment Literacy (LAL) among…

Language testing research has suggested that placement accuracy can be an important factor in the consequences of placement decision-making. However, previous studies primarily have used a one-shot teacher judgment of placement accuracy, suffering from a lack of students' perspectives of their time-varying experiences. The present study aimed to…

The number of English language learners (ELLs) has increased. The problem is ELLs in a middle Tennessee Charter School network meet challenges in achieving English proficiency, thus limiting academic and social prospects. The purpose of this quantitative correlational study was to determine if there was a relationship between leader-led…

This paper reports partial results from a larger study of how three different groups of stakeholders--university admissions officers, faculty in graduate programs involved in admissions decisions, and Intensive English Program (IEP) faculty--interpret and use TOEFL iBT® scores in making admissions decisions or preparing students to meet minimum…

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers' perceptions and teaching practices, areas…

This research study reports on the in-service English as a Foreign Language teachers' perceptions of and needs and expectations regarding EIL and EIL-informed pedagogy in Northern Cyprus, which is a multilingual and multicultural teaching-learning context. A mixed method research design was utilized by collecting data through a questionnaire and…

Teachers' language assessment literacy (LAL) refers to teachers' ability to perform assessment-related tasks. Despite the significant role of language assessment literacy in English language teaching and learning, many teachers reported to have an inadequate ability to perform assessment-related tasks because of the lack of assessment training…