Volume 12, issue 1, December 2022
62 articles in this issue
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Learning-oriented assessment in the classroom: the contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem
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Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude
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Improving L2 learners’ IELTS task 2 writing: the role of model essays and noticing hypothesis
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The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling
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University students’ understanding of contract cheating: a qualitative case study in Kuwait
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Demystifying Iranian EFL teachers’ perceptions and practices of learning-oriented assessment (LOA): challenges and prospects in focus
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Skill profiles of Japanese English learners and reasons for uneven patterns
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The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy
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Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety
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A structural equation modeling of English tests’ social and educational consequences: exploring target, leverage, risk, and critical variables
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Development and validation of an English test measuring EFL learners’ critical thinking skills
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Interconnection between constructs and consequences: a key validity consideration in K–12 English language proficiency assessments
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Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)
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Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill
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Assessment and language improvement: the effect of peer assessment (PA) on reading comprehension, reading motivation, and vocabulary learning among EFL learners
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Dynamic vs. diagnostic assessment: impacts on EFL learners’ speaking fluency and accuracy, learning anxiety, and cognitive load
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Investigating the effect of classroom-based feedback on speaking assessment: a multifaceted Rasch analysis
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The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
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The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)
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Fairness in classroom assessment: development and validation of a questionnaire
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Consequential research of accountability testing: the case of the CET
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Fairness in assessment practices in online education: Iranian University English teachers’ perceptions
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