Formative assessment may assist teachers in identifying gaps in learning for individual students, thereby providing an avenue for teachers to adjust instruction accordingly. The problem addressed in this study is the insufficient achievement in literacy for English language learners. English language learners may have an even greater need for…

The lack of opportunities to practice the English language outside the English as a Foreign Language (EFL) classroom can prevent English language learners (ELLs) from promoting their language proficiency to high standards. This lack makes the progress from one level of English to the next one a hard mission for Arab students. Subsequently,…

The US Census Bureau estimates large numbers of adult English Language Learners (ELLs) in the US, of which only a fraction is enrolled in Adult English for Speakers of Other Languages programs. Many of these learners are emergent readers in their first language (L1) making the development of literacy in a target language challenging, yet high…

Oral communication is one of the main reasons language learners attend language classes. As pronunciation is among the most significant aspects of oral communication, this study attempted to see how learning-oriented assessment (LOA) could affect pronunciation learning of Iranian EFL learners. To this end, 64 language learners in a private…

This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the…

This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners' self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants' self-efficacy was measured through a questionnaire that was the same…

This study investigated the nature of self-assessment and blind peer- and teacher-assessment in L2 writing. The type of feedback students gave to themselves and peers, the type of feedback used in the revision process, and the source of the feedback used were all analyzed. Additionally, student perceptions of self- and peer-assessment, feedback,…

An indispensable part of any curriculum design in an educational setting is the analysis of the needs of the learners involved in the context. The needs can be addressed from different perspectives. Among them, the learners' needs in terms of their perceptions toward what constitute learning/teaching and testing processes are of prominent values.…

The purposes of this paper are to explain the development processes of an intensive summer program for English language learners and to discuss course improvement strategies based on the evaluation outcomes. This 60-hr partnership program between local schools and a university was developed to improve the language proficiency of increasing numbers…

This article outlines the results of an issues-based study conducted over a 12-month period that investigated how the systematic inclusion of teachers within the design, operationalization and implementation of an online curriculum development project in Florida led simultaneously to teachers' own professionalizing in areas of education they were…