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China's Standards of English Language Ability (CSE) is the country’s first standard reference for English learning, teaching, and assessment. This study aims to implement the CSE scales as a formative assessme...
The preparation of second language (L2) pre-service teachers requires pedagogical tools that move beyond rote memorization. While open-book assessment (OBA) offers a promising alternative, a research gap exist...
This study investigates the perspectives of university students regarding the English Exit Exam at Thai universities through the incorporation of a self-efficacy, assessment literacy, and institutional support...
The last two decades have witnessed a growing interest in the theoretical understanding of test fairness and the intricacies of the concept have led to a heated discussion about its main characteristics, on th...
In English as a foreign language (EFL) education, assessment is often treated as a one-way transmission: teachers reflect privately, and students receive feedback they may not understand or value. This article...
Considering the importance of graphical literacy in academic contexts together with the crucial role of diagnostic feedback in guiding and facilitating teaching and learning practices, this study was aimed at ...
This study aimed to investigate the writing strategies across the three key stages: pre-writing, writing, and post-writing. Using a mixed-methods approach, the data were collected through a survey questionnair...
This study introduces the rubric-based progress score (P-score), a model emphasizing individual student growth, as a complement to conventional assessment. By integrating progress tracking into grading, the P-...
Standardized assessment of current spoken proficiency levels among secondary school students remains unexplored. This study assessed the current English-speaking proficiency levels among secondary school stude...
Teacher assessment identity (TAI) has recently positioned itself in the body of literature on second/foreign language (L2) teacher education research. However, the way it contributes to teachers’ professional ...
This study investigates the effects of performance-based assessment (PBA) on academic resilience (AR), motivation, and teacher support (TS) in online and traditional classroom settings. Guided by self-determin...
Classroom management (CM) and assessment literacy are pivotal both for an optimal learning environment and for teacher retention. However, high attrition rates among novice teachers suggest inadequacies in CM ...
In Vietnamese English language classrooms, assessment has long been shaped by the weight of summative exams and the pressures of test-oriented instruction. Yet in the margins of this exam-driven culture, some ...
Although anxiety in the context of learning a foreign language has been widely studied, the anxiety experienced by foreign language teachers seems to be neglected. While research primarily focuses on foreign l...
To reflect the new Course of Study, the Japanese Common Test for University Admission, which began in the 2021 academic year, introduced a multiple-text reading format (MTRF) to the English test that did not e...
The original article was published in Language Testing in Asia 2025 15:37
Positive psychology interventions have gained increasing attention for their potential to enhance academic performance, yet their impact on second language acquisition, mainly speaking proficiency, remains und...
The original article was published in Language Testing in Asia 2025 15:38
This study investigates the effects of Foreign Language Intelligent Teaching (FLIT)-integrated blended learning (FBL) on Business English proficiency and student engagement in a Chinese university context. Usi...
This paper delves into the critical role of feedback in students’ peer assessment, highlighting its variability across different educational settings and its profound potential to enhance learning outcomes, pa...
The Correction to this article has been published in Language Testing in Asia 2025 15:40
The purpose of this study was to examine ChatGPT-3’s capabilities to generate code solutions for assessment problems commonly assessed by automatic correction tools in the TEFL academic setting, focusing on th...
The Correction to this article has been published in Language Testing in Asia 2025 15:42
Despite the growing emphasis on assessment for learning (AFL), little is known about how teachers and students value these practices. Therefore, this study addresses the gap in understanding the differing perc...
Computational tools have become increasingly prevalent in the analysis and evaluation of various linguistic dimensions in second language (L2) writing pedagogy and research. Despite their widespread use, there...
This study explored the effects of reading-only, listening-only, and reading-while-listening input modes on incidental vocabulary acquisition and retention of knowledge over time. 104 L2 English, L1 Japanese-s...
This study explored the potential of DeepSeek to contribute to English writing assessment via generalizability (G-) theory and qualitative feedback analysis. Specifically, it assessed the reliability of holist...
This study investigates the washback effects of EFL lecturers’ use of analytic rubrics for assessing students’ writing performance in Vietnamese higher education. Although analytic rubrics are widely promoted ...
Language proficiency tests significantly impact teaching and learning, commonly referred to as the washback effect, which has recently gained intense attention in China. This study explores the factors influen...
Assessment literacy is a critical component of effective teaching, particularly in English for Academic Purposes (EAP) contexts, where assessments significantly influence instructional decisions and student ou...
Recent research has focused on language assessment as an alternative to traditional testing procedures due mainly to its congruence with communicative approaches to language teaching. This focus has resulted i...
Teacher feedback is a critical component in L2 academic writing classes. Despite extensive research on how feedback affects students’ writing and confidence, influences on how students engage with teacher comm...
This study aimed to develop a diagnostic test for measuring Japanese university students’ productive knowledge of lexical bundles based on the Common European Framework of Reference for Languages (CEFR). Lexic...
Gaining a deep understanding of the factors shaping students’ achievement in English as a foreign language (EFL) contexts, such as Ethiopia, is vital. As English serves a dual role—both as the medium of instru...
Despite the growing recognition of formative assessment (FA) as a crucial link between teaching and learning (Wiliam, 2017), there remains a gap in understanding how factors such as age and teaching experience...
The ever-growing significance of Chinese language education in Thailand highlights the strategic importance of achieving higher levels, specifically Hanyu Shuiping Kaoshi (HSK) level 5, as a key steppingstone ...
The present research employed bibliometric analyses to systematically examine empirical washback studies published in applied linguistics journals over the past three decades (1993 to 2023). The research ident...
This article critically reviews and synthesises the literature to provide an understanding of the key stakeholders’ perceived impact of Gaokao or the National College Entrance Examination (NCEE) on Chinese educat...
The present study investigates the acquisition of English articles in relative clause contexts by L1 Kuwaiti Arabic speakers. We propose a testing instrument designed to evaluate the use of the definite and in...
This study explores the contextual factors mediating the washback effects of Malaysia’s learning-oriented English language assessment reform, implemented at the lower-secondary level. The reform aims to balanc...
Although it has been well-noted that high-stakes tests can intensify washback effects and contextual factors can mediate the manifestation of these effects, how these effects are influenced by policy-driven va...
This study investigated Saudi EFL students’ peer assessment experiences in oral presentations, focusing on their perceptions of influential factors, self-efficacy in peer evaluation, and gender- and academic-l...
This study aimed to explore the relationship between students’ understanding of the National Matriculation English Test (NMET) and their learning practices through standard multiple regression (SMR) and struct...
Establishing a cut score is a crucial aspect of the test development process since the selected cut score has the potential to impact students' performance outcomes and shape instructional strategies within th...
High-stakes accountability testing systems play a central role in the global phenomenon of educational reform. While accountability testing tracks student performance, it also evaluates how well schools are he...
Writing comprehensibly, dynamically, and persuasively in a foreign language is a significant challenge for learners. Written communication assesses language and writing progress for various summative and devel...
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 jud...
The original article was published in Language Testing in Asia 2022 12:52
This study offers a bibliometric overview of the English language assessment research from 1992 to 2024. It aims to uncover the current state, research trends, and future directions of the field. A total of 92...
Chulalongkorn University Language Institute (CULI) test was developed as a local standardised test of English for professional and international communication. To ensure that the CULI test fulfils its intended...
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 a...
The performance decision tree (PDT; Fulcher et al., 2011) is a rubric style that is applicable to performance assessment, with origins in Upshur and Turner’s (1995) empirically derived binary-choice, boundary-...
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