EFL teachers’ cognition of social and psychological consequences of high-stake national language tests: role of teacher training workshops
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Volume 13, issue 1, December 2023
54 articles in this issue
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Rater cognitive processes in integrated writing tasks: from the perspective of problem-solving
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An intelligent vocabulary size measurement method for second language learner
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Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation
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I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction
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Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills
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Take language assessment easy: the mediator impacts of self-assessment, test-taking skills in predicting student evaluation apprehension, foreign language learning self-esteem, and language achievement in online classes
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Exploring learning-oriented assessment in EAP writing classrooms: teacher and student perspectives
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Group dynamic assessment vs. computerized dynamic assessment: impacts on L2 listening development, L2 students’ perfectionism, foreign language anxiety, and intrinsic motivation
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Learner-oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self-assessment and test-taking anxiety management of the EFL learners
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How to decrease Test Anxiety: a focus on Academic Emotion Regulation, L2 grit, resilience, and self-assessment
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A communicative validation study on an English listening test in Korea
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Engagement in On-line Language Assessment: are test-taking skills, self-assessment, resilience, and autonomy critical?
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The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity
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What ethical requirements should be considered in language classroom assessment? insights from high school students
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Using eye-tracking and retrospective verbal reports to explore the cognitive processes of banked gap-filling: a case study featuring methodological triangulation
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Advancing learning-oriented assessment (LOA): mapping the role of self-assessment, academic resilience, academic motivation in students’ test-taking skills, and test anxiety management in Telegram-assisted-language learning
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The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners
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Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety
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The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety
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On the construct and perceptual validity measures of L1-based vs. L2-based elicitation as a measure of L2 classroom performance assessment
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Exploring student teachers’ perceptions of assessment ethics across university-based teacher education programs in Iran
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Probing into the influence of EFL learners’ self-assessment and evaluation apprehension in predicting their personal best goals and self-efficacy skills: a structural equation modeling
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