Becoming one of six official United Nations languages, English proficiency has become a prominent requirement for students and professionals entering international education and/ or careers, as assessed through standardized English proficiency tests. English learners conducted varied procedures to pursue the minimum test score criteria, including…

Diagnostic classification models (DCMs) have recently become very popular both for research purposes and for real testing endeavors for student assessment. A plethora of DCM models give researchers and practitioners a wide range of options for student diagnosis and classification. One intriguing option that some DCM models offer is the possibility…

Despite the widespread use and effectiveness of the Modern Language Aptitude Test (MLAT) composite score in predicting individual differences in L2 achievement and proficiency, there has been little examination of MLAT subtests, although they have potential for illuminating components of L2 aptitude and the mechanism of prediction. Here we use…

The current National Curriculum 2012 for English (VI- X) in Bangladesh incorporates both listening and speaking skills for its English education. Textbooks have also been designed in accordance with the policy which is set by the National Curriculum and Textbook Broad (NCTB). The English textbook, titled "English for Today" (EfT), was…

The Hanyu Shuiping Kaoshi (HSK) is a multi-level, multi-purpose Chinese proficiency test developed by the Center for Language Education and Cooperation (previously the Office of Chinese Language Council International and, henceforth, referred to by its colloquial name "Hanban"). It assesses reading, writing, and listening skills of…

Thousands of education institutions worldwide rely on IELTS scores as criteria for accepting international students whose first language is not English. Individual studies have found varying degrees of strength of correlations and conflicting results between IELTS entry scores and subsequent academic success. These conflicting results were…

This study examined the significance of the mode of delivery--aural versus written--in second language (L2) vocabulary knowledge and L2 comprehension skills. One of the unique aspects of listening comprehension that sets it apart from reading comprehension is the mode of delivery--language input is delivered not visually but aurally. Somewhat…

Education is the process of acquiring knowledge, skills, values, peers, beliefs, practices and personal development. Mentoring methods include teaching, coaching, storytelling, discussion, and guided research. Education is often led by teachers; however, students can also engage in self-education. As education is a continuous process, it requires…

In recent years, numerous studies have been conducted on language teachers' beliefs about language assessment; however, teachers' collaborative discussion as a mediational tool has received scant attention. The present study aimed to investigate non-native language teachers' beliefs about classroom language assessment regarding features of…

The use of four-skills language exams to support the achievement of curriculum goals in Japan is an under-researched yet critical topic. This study focuses on washback from the Cambridge B1 Preliminary and B2 First exams, which were used as fixed-point tests at a senior high school. A mixed-methods approach was adopted, utilizing data from…

There is a growing need for standardized oral assessment rubrics in learning institutions. This is linked to the growing number of ESL learners not only in Saudi Arabia but other parts of the world. To assess the need to use standardized oral assessment rubrics, this particular study explores various peer reviewed articles that support the use of…

This mixed-method research study explores German skills using the NURS teaching model for students. It was conducted in the German educational department program at the Faculty of Language and Literature at Makassar State University. The research subject was 28 German academic students from two classes in the second semester. Research instruments…

According to Diane August (2002), at the Center for Applied Linguistics, Multilingual Learners (MLs) spend less than two percent of their school day in oral language development. Echevarria and Goldenberg (2017) support that creating numerous opportunities for ML students to speak will accelerate their vocabulary and oral language development to…

Language assessment knowledge, the capacity of language instructors to skillfully design, construct, and assess language evaluations, is pivotal for effective language education. This study investigates the language assessment knowledge, encompassing both general and skill-specific aspects, of in-service language educators from Europe and Türkiye.…

The Common European Framework of Reference for language teaching, learning, and assessment (CEFR) provides a guideline for English teaching aids and curriculum development in language courses. It identifies and describes the specific skills that language learners must acquire to improve their English language proficiency for communication (CoE,…