Although automated item generation has gained a considerable amount of attention in a variety of fields, it is still a relatively new technology in ELT contexts. Therefore, the present article aims to provide an accessible introduction to this powerful resource for language teachers based on a review of the available research. Particularly, it…

Artificial intelligence (AI) and Intelligent Computer-Assisted Language Assessment (ICALA) are transforming the educational landscape by radically changing how lessons are taught and students are evaluated. As the masterminds behind the curriculum, it is critical to consider the emotional and mental health of teachers who applied ICALA as part of…

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…

How can state-of-the-art computational linguistic technology reduce the workload and increase the efficiency of language teachers? To address this question, we combine insights from research in second language acquisition and computational linguistics to automatically generate text-based questions to a given text. The questions are designed to…

Previous research on online features embedded in language assessments have been limited to the use of dictionary or spell/grammar check. Few have examined the role of accessibility features in the Kindergarten to Grade 12 (K-12) English learner (EL) context in the U.S. This study examined how K-12 EL educators perceive and instruct online…

Drawing from a larger CIPP program evaluation ("Context, Input, Processes, Products") comprised of 11 analyses of the ETS online teacher training course titled "Teaching Academic English with the TOEFL iBT® Test" (TAE), this paper triangulates three qualitatively different data sets and seeks to understand how participants…

In online learning, many teachers have adopted traditional assessment methods in offline assessments without adequately testing and assessing the consequences. Therefore, this descriptive study aims to identify teachers' and students' perceptions of online assessments in evaluating English as a Foreign Language (EFL) students' learning. A…

Computer-assisted language assessment literacy (LAL) has gained momentum in English as a foreign language (EFL) teaching since computer-based education became particularly common in language education. As EFL teachers play a critical role in administering computer-assisted language assessments, Iranian EFL teachers need to learn, relearn, and…

Much has been done on assessment literacy (AL) components and job demand-resources (JD-R). However, an interdisciplinary look at AL components as the predictors of JD-R and its possible consequences for the engagement and burnout of teachers' assessment performance has been neglected. To fill this gap, the present study explored this issue in the…

In this article, we report the results of a study through which we collected English language teachers' needs and wants to design an online language assessment course. Through a mixed-methods approach, we asked 20 teachers from four Latin American countries what they wanted to learn in the course. The teachers wanted a course in which they could…

It has been argued that successful professional development efforts, especially in assessment-literacy, need to address emotional components and the existence of implicit conceptions in order to raise consciousness and ultimately transform practice (Xu and Brown, 2016: p. 156). Experiential approaches have been shown to be highly effective for…

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…

Computer-based assessments can provide students with feedback to guide their learning as well as inform teachers who extract information to prepare their teaching. Five secondary school teachers were monitored during one school year to answer the following research questions: (1) What kind of student data do teachers use for their teaching…

For many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In…

Recent technology advancements have increased the prospects for automated spoken language technology to provide feedback on speaking performance. In this study we examined user perceptions of using an automated feedback system for preparing for the TOEFL iBT® test. Test takers and language teachers evaluated three types of machine-generated…