As a part of a more extensive computerized dynamic assessment (CDA) project delivered through a dedicated website, www.lingeli.com, this study explores EFL learners' perspectives on an online listening comprehension dynamic assessment software focusing on inferential listening skills while trying to minimize the guessing effect. The study…

The current study addressed the impact of computerized dynamic assessment (C-DA) on the TOEFL "i"BT listening comprehension test administered to Iranian EFL learners (n = 185) who took part in preparation courses on the TOEFL exam in some language centres in Iran. To mediate the test-takers with hints to process the listening questions,…

This article provides a detailed review of the Computer-based English Listening Speaking Test (CELST) used in Guangdong, China, as part of the National Matriculation English Test (NMET) to assess students' English proficiency. The CELST measures listening and speaking skills as outlined in the "English Curriculum for Senior Middle…

Corpus-based studies have offered the domain definition inference for test developers. Yet, corpus-based studies on temporal fluency measures (e.g., speech rate) have been limited, especially in the context of academic lecture settings. This made it difficult for test developers to sample representative fluency features to create authentic…

Language assessment is increasingly computermediated. This development presents opportunities with new task formats and equally a need for renewed scrutiny of established conventions. Recent recommendations to increase integrated skills assessment in lecture comprehension tests is premised on empirical research that demonstrates enhanced construct…

Enhancing students' lexical fluency and academic performance in speaking exams presents a significant challenge for English as a foreign language (EFL) instructors. The pursuit of effective tools to engage students and facilitate their learning process has been ongoing. The incorporation of technology in EFL learning contexts, particularly through…

The Vodcasting technology has thrived as an auxiliary tool to support learners with supplementary materials. The current study aimed at exploring the use of vodcasting technology and the learners' perceptions and attitudes towards practicing L2 vodcasting tasks. For this reason, a sample of 120 Iranian EFL learners were selected and they received…

Video podcasting technology or vodcasting is a burgeoning technological advancement which can make computer assisted language learning more convenient. Video technology is extensively used in traditional L2 classrooms. Yet, video podcasting together with the application of meaningful, logical, reasonable, and challenging tasks is rarely used in…

In today's environment of growing class sizes due to the prevalence of online and e-learning systems, providing one-to-one instruction and feedback has become a challenging task for teachers. Anyhow, the dialectical integration of instruction and assessment into a seamless and dynamic activity can provide a continuous flow of assessment…

The use of new digital formats in language learning and testing improves both the learning and acquisition skills development process of language tests. The process of listening comprehension is considered one of the most complex in the field of Computer Aided Learning Language (CALL) because it relates to multimodal learning channels and brain…

This study implemented the principles of dynamic assessment (DA) with computer technology, iSpring Quiz Maker, to (1) identify the English listening difficulties of 172 L2 English learners; (2) diagnose their individual learning needs, and (3) promote their future potential abilities. Upon evaluating the participating junior high school students'…

The present study examines the relative importance of attributes within and across items by applying four cognitive diagnostic assessment models. The current study utilizes the function of the models that can indicate inter-attribute relationships that reflect the response behaviors of examinees to analyze scored test-taker responses to four forms…

Dynamic assessment (DA) has been implemented to diagnose language-related issues and to promote second language (L2) learners' development through intervention (Poehner, 2008). The goal is to evaluate not only what a learner can do on his or her own but also how far he or she can go with instructional intervention. Recently, scholars have…

The aim of this study was to investigate how test methods affect listening test takers' performance and cognitive load. Test methods were defined and operationalized as while-listening performance (WLP) and post-listening performance (PLP) formats. To achieve the goal of the study, we examined test takers' (N = 80) brain activity patterns…

Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of…