VOLUME 11, ISSUE 1, 2022

SPECIAL ISSUE: Contextualising language assessment literacy
GUEST EDITORS: Dina Tsagari & Karin Vogt
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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

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Test review

• College English Test–Spoken English Test (CET-SET)
  Reviewed by Lin Zhang, Shanghai Jiao Tong University