Eye tracking has taken hold in second language acquisition (SLA) and bilingualism as a valuable technique for researching cognitive processes, yet a comprehensive picture of reporting practices is still lacking. Our systematic review addressed this gap. We synthesized 145 empirical eye-tracking studies, coding for 58 reporting features and…

This study investigated the relationship between learner beliefs about peer feedback and development of second language (L2) pronunciation skills after peer feedback on pronunciation had been used in the classroom. Seventy-four first-year learners of German were assigned to a peer feedback provider group, a peer feedback receiver group, and a…

Learning-oriented assessment has been called a practice that can be employed to increase the power of assessment practices in the classroom and one that has been said to promote efficient student learning. However, it is not always easy to employ learning-oriented assessment in English classes, because of a number of constraints. This study aimed…

Since Gisela Granena's influential work, LLAMA D v2, a sound recognition subtest of LLAMA aptitude tests, has been used as a measure of implicit learning aptitude in second language acquisition research. The validity of this test, however, is little known and the results of studies with this instrument have been somewhat inconsistent. In this…

This article proposes a conceptual and measurement framework for postpubertal, L2 speech learning aptitude that is centered around domain-general auditory processing (i.e., representing spectral and temporal characteristics of sounds). To this end, we examine the construct and reliability of a battery of auditory processing tests by presenting the…

This experimental study explores how source use features impact raters' judgment of argumentation in a second language (L2) integrated writing test. One hundred four experienced and novice raters were recruited to complete a rating task that simulated the scoring assignment of a local English Placement Test (EPT). Sixty written responses were…

Language assessment is a central aspect not only of language education in the general population, but also amongst heterogeneous, low-incidence populations. One such population are immigrant deaf and hard-of-hearing learners (IDML) who are bimodal-multilingual and whose languages development often includes the spoken, written, and/or signed…

For newly arrived students who are d/Deaf and hard-of-hearing (DHH), language acquisition is particularly complex. The spectrum of initial language situations ranges from no first language to multilingual acquisition contexts. In Germany, there are currently no studies that focus on the education of these learners. This prompted an interview study…

Purpose: The aim of this paper is to elaborate on the opportunities and challenges to the application of portfolios as an assessment tool in English as a Foreign Language (EFL) classrooms at different educational levels in Vietnam, as explicitly and implicitly reported in the literature. Design: This study is a combination of a narrative review,…

While acknowledging the significant impact of Assessment for Learning (hereinafter referred to as AfL) on student learning, the specific factors that either support or impede its integration into daily classroom practices remain unclear in Asian EFL context. To address this gap, a comprehensive review was undertaken for the purpose of determining…

Dynamic assessment has been proven to effectively promote EFL learners' speaking proficiency, but its implementation in teaching speaking skills has been limited. One of the main reasons is that, thus far, very few studies have scrutinized the impacts of its two main models, interactionist and interventionist, on the speaking sub-skills of EFL…

Assessment plays a vital role in English language learning as it helps students recognize their weak and strong points. Two main types of assessment are dynamic assessment (DA) and static assessment (SA) that their effects have not been examined on Iraqi EFL students' resilience, burnout, positive orientation (PO), and language academic…

As an alternative to conventional instruction and evaluation methods, dynamic assessment aims to promote language learning by utilising an interactive approach. As a subset of dynamic assessment, the interventionist approach to dynamic assessment focuses on mediation from implicit to explicit. In spite of its central role in language learning and…

Formative assessment has been often encouraged recently as a pivot component in the methodology of evaluation but the student's views of how this affects the improvement of language learning in some countries are disregarded in a way. Therefore, the following study investigates the experiences of students (pre-service teachers) in formative…

The present study adopted a praxis orientation to second language (L2) research and pedagogy to explore the professional development needs of three English as a foreign language (EFL) teachers after their first attempt at implementing dynamic assessment (DA) of essay writing. To date, few studies have examined how teachers learn to implement DA,…