VOLUME 14, ISSUE 1, 2025

Front matter

Articles

• An exploratory study of EFL teachers' assessment conceptions and their reading and writing assessment practices
  Khaled Barkaoui, York University & Sahbi Hidri, Higher Colleges of Technology
• Toward learning-oriented assessment in extensive reading
  Yuya Arai, Waseda University
• Syntactic and lexical evolution in L2 writing through the lenses of Dynamic Systems Theory
  Reza Kalantari, Research Institute for Education & Javad Gholami, Urmia University
• Relationships between English proficiency test scores and academic outcomes: DET, IELTS, and TOEFL in a U.S. public research-intensive university
  Maggie McGehee & Daniel R. Isbell, University of Hawaiʻi at Mānoa
• “We would like to see ourselves in the test:” The views of Francophone West African English learners as potential test takers of the Duolingo English Test (DET)
  Kadidja Koné, Ecole Normale d’Enseignement Technique et Professionnel, Paula Winke, Michigan State University & Matt Gordon, Michigan State University
• Utterance fluency development across CEFR-based proficiency assessments from A2 to B2
  Elina Vasu, Tampere University / University of Jyväskylä
• Intelligibility and comprehensibility across Aptis Speaking tasks
  Daniel R. Isbell, University of Hawai’i at Mānoa, Dustin Crowther, University of Hawai’i at Mānoa, Jieun Kim, University of Hawai’i at Mānoa / Soongsil University & Yoonseo Kim, University of Hawai’i at Mānoa
• What makes item-writing training useful? Learning from trainee perceptions on an online item-writing course for language testing
  Olena Rossi, Independent Language Assessment Consultant, Tineke Brunfaut, Lancaster University & Luke Harding, Lancaster University

Book review

• Introducing Second Language Assessment
  Reviewed by Claudia Rosenhan, University of Edinburgh