The application of the language proficiency scales (LPS) in education validates its function, as it can explore the value in-depth. However, little systematic research on applying LPS has been conducted due to the complex intertwining of stakeholders and a lack of theoretical framework and practical approaches. Adopting the framework proposed by…

This integrative review examined 38 published articles on the topic of formative assessment conducted in South Korean EFL settings, from 2014 to 2023. Despite strong interests in using quality formative assessments that are aimed at improving English learners' performance, no prior systematic analyses have been performed to date. To that end, this…

This article introduces the CELI corpus, a new learner corpus of written Italian consisting of ca. 600,000 tokens, evenly distributed among CEFR (Common European Framework of Reference for Languages) proficiency levels B1, B2, C1 and C2. The collected texts derive from the language certification exams administered by the University for Foreigners…

Researchers have agreed that language anxiety is situation-specific; however, whether existing instruments measure stable or transient components of this anxiety remains controversial. Therefore, this study examined language anxiety's trait stability and state variability. The results from synthesizing 21 test-retest correlations based on existing…

In order to provide "a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe", The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign…

This article reviews a selected sample of 70 empirical studies in journal articles and doctoral dissertations on language assessment in China between 2011 and 2018. Following a brief introduction to the history and current state of language assessment in China, the article presents a critical review of language assessment research on six themes…

This study analyzed the textbooks titled "Arabic for Non-native Speaking Children", Level I by Zakirov, Mingazova, and Mukhametzyanov (2011), and "Arabic for Non-Native Speaking Children", Level II by Mingazova, Zakirov, and Mukhametzyanov (2013) which are used to teach Arabic as a foreign language (AFL) to elementary school…

A study investigated the rating scale used in the Interagency Language Roundtable (ILR) oral interview, focusing on the concept of vocabulary underlying assessment. The study examined the differences in strategies used by fluent native speakers and non-fluent non-native speakers to avoid disruption of communication in real conversation when…

Examines two proficiency testing models, the ACTFL/ETS Oral Proficiency Interview and another model developed at the University of Wisconsin, to determine which is more appropriate for use in academic settings and whether it is possible to combine the best of both models. (GLR)

Discussion of oral communication between native and non-native speakers focuses on proficiency-related differences in interactions where the non-native speaker is experienced and those in which he is a novice. Research in oral proficiency development, discourse domains, and communication strategies is reviewed. It is argued that the ways in which…

A review of research on the assessment of second-language writing focuses on these areas: critical variables in writing assessment; types of writing assessment scales (holistic and analytic); the scope of writing assessment (single-campus and large-scale), issues in use of portfolios for assessment (portfolio content, constraints); and the…

Reviews key issues in the debate over the role of grammar in the American Council of Teachers of Foreign Languages (ACTFL) Oral Proficiency Interview and in corresponding proficiency guidelines as well as the debate's potential impact on foreign language curricula. Data describing the grammatical accuracy of 40 interviews at various proficiency…

The construction of tests of oral competence in a foreign language requires consideration of several factors. The face validity of the test, or the degree to which students feel they are performing a real communicative act, is illustrated with a number of model testing situations. Content validity, or the ability of a test to measure what has been…

This review of research on second-language oral testing outlines the nature of early research in interview-format proficiency testing, then reports on new directions in investigation of construct validity of interview-format and other oral skills tests through examination of examinee, interviewer, and rater performance. Research on empirically…