In recent years, numerous studies have been conducted on language teachers' beliefs about language assessment; however, teachers' collaborative discussion as a mediational tool has received scant attention. The present study aimed to investigate non-native language teachers' beliefs about classroom language assessment regarding features of…

This study explores the role of cognitive task complexity in English as a Foreign Language (EFL) curriculum development and its impact on learner engagement, motivation, and learning outcomes. A mixed-methods approach, combining qualitative and quantitative methods, was employed to gain comprehensive insights into the topic. The qualitative…

Listening comprehension is a crucial skill in English as a Foreign Language education, yet listening assessment still needs to be explored. This study aims to understand how listening is assessed in a Colombian private language institution and its potential connection to students' underperformance in listening proficiency tests. We characterize…

This study explored the language assessment literacy (LAL) level and language testing and assessment (LTA) needs of 57 English teachers at senior high school level in Taiwan. An LAL test, three quantitative questionnaires and a qualitative survey were administered, conveying the overall LAL level and LTA needs of the participants. The qualitative…

The use of four-skills language exams to support the achievement of curriculum goals in Japan is an under-researched yet critical topic. This study focuses on washback from the Cambridge B1 Preliminary and B2 First exams, which were used as fixed-point tests at a senior high school. A mixed-methods approach was adopted, utilizing data from…

This study examines the developmental relationship between L2 Chinese oral fluency and self-repair in Dutch students learning Chinese. In this study, 76 junior Dutch students were split into two different groups based on level and were tested at two time periods (T1 and T2) for L2 Chinese fluency, which included the control variables of repetition…

In line with increasing attention being paid to the role of positive emotions in second language (L2) proficiency and knowledge, this study set out to examine the relationships between domain-specific emotions (L2 grit, language learning curiosity, foreign language enjoyment, and foreign language classroom anxiety) and L2 vocabulary knowledge. To…

Vocabulary tests administered on multilingual populations should take into account the unique linguistic and cultural makeup of the population by adopting test development methods that allow responses in several languages. Our aims were to develop a picture-naming test for multilingual Lebanese school-age children (L1: Lebanese, L2: French and/or…

Among the existing sign language assessment tools, only a small number can be used in clinical settings. This contribution aims at presenting three comprehension assessment tests (two lexical and one syntactic) that offer a solid basis to build tools to assess language impairments in deaf signing adults. We provide the material and guidelines,…

The Canadian English Language Proficiency Index Program (CELPIP) Test was designed for immigration and citizenship in Canada. CELPIP is a computer-based English-language proficiency test which covers all four skills. This test review provides a description of the test and its construct, tasks, and delivery. Then, it appraises CELPIP for…

The construct of "learning potential" has been proposed to capture differences between learner independent performance and performance during Dynamic Assessment (DA). This paper introduces a new LPS formula implemented in a DA study involving Pakistani learners of L2 Chinese. Learners were randomly assigned to a control or experimental…

This research was conducted to find the urgency of implementing the mandatory TOEFL test policy. This policy requires students who will take the final examination to have a TOEFL certificate with a minimum score of 450. This research used a qualitative research method with 114 students as the sample. Furthermore, triangulation was utilized by…

This study explored how visual input enhancement impacts caption-reading behaviors, the acquisition of English collocations, and the recall of onscreen captions. The participants comprised 53 Korean undergraduate students at a high-intermediate level of English proficiency. They were assigned to either a baseline or an enhancement group. The…

In spite of the resurgence of interest in teachers' language assessment literacy (LAL), teachers' critical language assessment literacy (CLAL) has not garnered satisfactory prominence. This constitutes a substantial void in the extant corpus of literature that this study will address. To this illumination, a cross-sectional survey research…

The statement stated in a multiple-choice question can be developed regarding two types of sentences: Interruptive (periodic) and cumulative (or loose). This study deals with different kinds of stems in designing multiple-choice (MC) items. To fill the existing gap in the literature, two groups of teacher students passing general English courses…