VOLUME 11, ISSUE 1, 2022
SPECIAL ISSUE: Contextualising language assessment literacy
GUEST EDITORS: Dina Tsagari & Karin Vogt
Front matter + Introduction
Articles
Book review
VOLUME 11, ISSUE 2, 2022
Front matter
Articles
Test review
SPECIAL ISSUE: Contextualising language assessment literacy
GUEST EDITORS: Dina Tsagari & Karin Vogt
Front matter + Introduction
Articles
- Language assessment literacy and test validation: Highlighting the role of language teachers
Karin Vogt, University of Education Heidelberg & Dina Tsagari, Oslo Metropolitan University - Contextual variables in written assessment feedback in a university-level Spanish program
Kathryn Hill, Deakin University & Ana María Ducasse, RMIT University - Implications of training university teachers in developing local writing rating scales
Olga Kvasova, Taras Shevchenko National University of Kyiv, Lyudmyla Hnapovska, Sumy State University, Vira Kalinichenko, Vasyl' Stus Donetsk National University & Iuliia Budas, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University - Language assessment literacy of language teachers in the context of adult education in Spain
Julia Zabala Delgado, Universitat Politècnica de València & Cristina Rodriguez, EOI de Santiago de Compostela - Language assessment literacy of teachers in an English medium of instruction university: Implications for ELT training in Pakistan
Amina Shahzadi & Ana María Ducasse, RMIT University - Language assessment literacy: Understanding the construct from Norwegian EFL teachers’ perspective
Henrik Bøhn, University of South-Eastern Norway & Dina Tsagari, Oslo Metropolitan University
Book review
- Learning-Oriented Language Assessment: Putting Theory into Practice.
Reviewed by Armin Berger, University of Vienna
VOLUME 11, ISSUE 2, 2022
Front matter
Articles
- Exploring shared and individual assessment of paired oral interactions
Pakize Uludag, Kim McDonough & Pavel Trofimovich, Concordia University - The effect of in-class and one-on-one video feedback on EFL learners’ English public speaking competency and anxiety
Tingting Liu, Sichuan International Studies University, Nanyang Technological University & Vahid Aryadoust, Nanyang Technological University - Is the devil you know better? Testwiseness and eliciting evidence of interactional competence in familiar versus unfamiliar triadic speaking tasks
Nicholas Glasson, University of Bedfordshire - Investigating cognitive processes in different item formats in reading tests through eye-tracking and verbal protocols
Hatice Akgün, Marmara University & Aylin Ünaldı, University of Huddersfield - The meaningfulness of two curriculum-based national tests of English as a foreign language
Raili Hilden, University of Helsinki, Jonna Pulkkinen, University of Jyväskylä & Juhani Rautopuro, University of Jyväskylä
Test review
- College English Test–Spoken English Test (CET-SET)
Reviewed by Lin Zhang, Shanghai Jiao Tong University