We analyze the 2007 European financial crisis' impact on the demand for new language skills. The crisis affected German-speaking regions less. Learning German became relatively more attractive for migration and trade. We construct a sub-national database for German as a foreign language exam (TestDaF) participation rates between 2001-2013 and…

In the context of policy-driven language testing for citizenship, a growing body of research examines the political justifications and ethical implications of language requirements and test use. However, virtually no studies have looked at the role that language testers play in the evolution of language requirements. Critical gaps remain in our…

The current study explored and compared the employment of interactive and interactional metadiscourse markers (MDMs) by the International English Language Testing System (IELTS) speaking test takers at beginner, intermediate, and advanced levels. To conduct this discourse analysis research, a mixed-methods approach with concurrent transformative…

Drawing on a growing body of research on the interface between corpus linguistics and second/foreign language testing and assessment, we adopted "Peykare," a large-scale, annotated, Persian written language resource to evaluate the content (i.e., coverage and typicality) and construct validity of a Persian language proficiency test…

This study is a follow-up to previous research conducted in 2012 on computer-assisted language testing (CALT) that applied a survey approach to investigate the use of technology in sign language testing worldwide. The goal of the current study was to replicate the 2012 study and to obtain updated information on the use of technology in sign…

In the field of second language assessment, there is limited empirical research on the alignment of different language proficiency standards. This study aims to establish level correspondences for overall language proficiency between China's Standards of English Language Ability (CSE) and the Common European Framework of Reference for Languages…

Language assessment knowledge, the capacity of language instructors to skillfully design, construct, and assess language evaluations, is pivotal for effective language education. This study investigates the language assessment knowledge, encompassing both general and skill-specific aspects, of in-service language educators from Europe and Türkiye.…

In contrast with the assumptions made in standard measurement models used in large-scale assessments, students' performance may change during the test administration. This change can be modeled as a function of item position in case of a test booklet design with item-order manipulations. The present study used an explanatory item response theory…

Self-assessment is an alternative assessment that can assess one's language ability, and it has been widely used, especially in classroom contexts. However, recent research has suggested different results regarding the correlation between student self-assessment and language performance. The accuracy of student assessment depends on various…

Nearly all multidimensional models of communication competence have pragmatic competence at their core. Proper assessment of second language (L2) pragmatics makes many demands on L2 teachers, both in terms of understanding the construct and in language test development. Therefore, being assessment literate helps teachers in developing effective…

This paper first discusses the Common European Framework of Reference Languages: Learning, teaching and assessment CEFR 2001 and the revisions to this framework in CEFR 2018. It then looks at the Frameworks of Reference for English Language Education in Thailand, Japan, Vietnam, Malaysia and China which are based on CEFR. The main purpose of this…

Given the significant global influence of the Common European Framework of Reference for Languages: Teaching, Learning, and Assessment (CEFR) on English language education, this study deals with aligning a university's academic reading tests to the CEFR. It aimed at validating the test construct of the academic reading tests in relation to the…

Extensive oral tasks or monologues of different types (e.g., presentations, storytelling) are often used as second language acquisition tasks in the fields of language learning and language testing. Pre-task planning time is a common provision to test-takers who may use different strategies to prepare their response. High-stakes tests, such as the…

This study tries to shed light on what makes the English teacher's proficiency excellent and how these factors help the English teacher achieve excellent proficiency. One female English teacher from a private secondary school participated in this study. Her excellent English proficiency is proven by some proficiency test certificates such as TOEFL…

This paper analyzes writing tasks in academic writing textbooks for Japanese university students, focusing on the organization and difficulty of these tasks based on the Common European Framework of Reference for Languages (CEFR). A total of 411 writing tasks from 30 textbooks were coded by two experienced Japanese English teachers. The author…