In the assessment of second language oral communication, the video-call speaking test has received increasing attention as a test method with higher practicality than its in-person counterpart, but still with broad coverage of the test construct. Previous studies into video-call assessment have focussed on the individual (as opposed to paired or…

The current study explored and compared the employment of interactive and interactional metadiscourse markers (MDMs) by the International English Language Testing System (IELTS) speaking test takers at beginner, intermediate, and advanced levels. To conduct this discourse analysis research, a mixed-methods approach with concurrent transformative…

Bilingual students can take notes in their first language (L1) or their second language (L2). Higher note-taking quality, which might differ between the L1 and L2, has been associated with better memory of new content. In this study, we examined how language of note taking within bilinguals affects note quality and memory of new content. One…

The assessment of English speaking in EFL environments can be inherently subjective and influenced by various factors beyond linguistic ability, including choice of assessment criteria, and even the rubric type. In classroom assessment, the type of rubric recommended for English speaking tasks is the analytical rubric. Driven by three aims, this…

This study examined the effects of using "captions", "subtitles" and "keyword captions" on the comprehension of audiovisual materials by English as a foreign language (EFL) learners, who were divided into two different groups, proficient and less proficient learners. It also investigated the participants' awareness of…

This study aimed to explore the effectiveness of learning the Chinese Proficiency Test (HSK) 1 reading course through the Udemy platform and assess the learner's satisfaction with learning the Chinese course on the Udemy platform. The participants were 30 zero-foundation learners with minimal exposure to basic Chinese expressions and were randomly…

This mixed methods study compared IELTS examiners' scores when assessing spoken performances under live and two 'non-live' testing conditions using audio and video recordings. Six IELTS examiners assessed 36 test-takers' performances under the live, audio, and video rating conditions. Scores in the three rating modes were calibrated using the…

Providing instruction in a student's home language through bilingual education has proven to be academically beneficial for multilingual learners (MLLs). The present study contributes to this literature by examining the possibilities and limits of a professional development program (Mathematics and Language Literacy Integration [MALLI] in Dual…

The current advancement of vlogs in YouTube channel has challenged lecturers to make use of its potential for students' speaking enhancement. This research was aimed to investigate students' speaking ability seen from their video projects. These video projects were vlogs made by the first semester students of English language education department…

The linguistic complexity of many text-based tests can be a source of construct-irrelevant variance, as test-takers' performance may be affected by factors that are beyond the focus of the assessment itself, such as reading comprehension skills. This experimental study examined the extent to which the use of animated videos, as opposed to written…

With MOOCs becoming ubiquitous as a learning environment, it is important to ensure that non-native learners understand their content. Previous research shows subtitles may foster learning from instructional video, however, detailed empirical evidence is scarce. The main objective of the study was to investigate the impact of native (L1) and…

This paper is an investigation into the use of the group oral discussion test (GOT) to detect changes in speaking proficiency over a two-year period. In this test, three or four test-takers discuss a topic for up to 10 minutes without outside intervention. The performance of 53 Japanese university English major students on this test was videoed…

This study conducted a mixed-method study of the influence of audio and video input mode on free-recall listening performance. It first explored quantitatively whether input mode significantly influenced 34 sophomores' performance in general and across two genres (passage and long dialogue) and three ranks of idea units (the discourse topic, main…

Video viewing can be a valuable resource to expose students to large quantities of input so they can improve their vocabulary and content comprehension. Most studies so far have used short clips and have not explored in much detail the effects of individual differences (IDs) such as aptitude, listening skills and vocabulary size. This paper aims…

This article compares second language test-takers' performance on an academic listening test in an audio-only mode versus an audio-video mode. A new method of classifying video-based visuals was developed and piloted, which used L2 expert opinions to place the video on a continuum from being content-deficient (not helpful for answering…