The extent to which writing modality (i.e., hand-writing vs. keyboarding) impacts second-language (L2) writing assessment scores remains unclear. For alphabetic languages like English, research shows mixed results, documenting both equivalent and divergent scores between typed and handwritten tests (e.g., Barkaoui & Knouzi, 2018). However, for…

The global pandemic caused by COVID-19 has acted as a significant driver for the adoption of online educational practices, including instruction and assessment. Given the urgent need for an alternative to traditional assessment methods during the pandemic, various studies have explored this topic across different contexts to evaluate the impact,…

Automated corrective feedback (ACF), in which a computer system helps language learners identify and correct errors in their writing or speech, is considered an important tool for language instruction by many researchers. Such systems allow learners to correct their own mistakes, thereby reducing teacher workload and potentially preventing issues…

This quasi-experimental study compared the effects of Computer-assisted Hybrid Dynamic Assessment (HDA) and Interventionist Dynamic Assessment (IDA) on the development of organizational writing skills in L2, aiming to improve both assessment and instruction within Chinese EFL context. A total of 85 first-year university students in China…

The article introduces triangulation to converge evidence from corpus and experimental data, by means of two case studies in second language (L2) learners of Greek. The first case study investigates the acquisition of gender agreement, while the second probes the development of relative clauses. In both studies, findings from the corpus are tested…

The present study aimed to determine the effects of a computerized dynamic reading assessment (CDRA) program on English reading comprehension of university students with a lower level of English proficiency. Fulcher's (2003) framework was adapted in program development divided into three phases: program development, program implementation, and…

A significant number of students experience anxiety when asked to speak in English. This unease, often rooted in factors such as shyness, lack of confidence, uncertainty, and a lack of motivation, can hinder their active participation during English oral exams. One of the most important goals that every English language teacher should strive to…

In this paper, we investigated the impact of an online classroom-based reading assessment on implementing practices in reading instruction among 30 EFL learners in an intermediate reading course at a public university in East Java, Indonesia. Our study aimed to develop an online classroom-based reading assessment and evaluate its efficacy in…

The present study aims to explore how second language (L2) speakers process four types of presupposition triggers in an online self-paced reading task and an offline acceptability judgment task. The four types of triggers are definite expressions with "the," the factive verb "know," the change-of-state verb "stop" and…

Background: This study examines the evolution of English speaking proficiency test methods, which have traditionally relied on face-to-face interactions to assess communicative language competence. Recently, computer-based language tests have also been used on a larger scale, albeit with concerns about their impact on measurement. Objectives: This…

The last three decades have seen significant development in understanding and describing the effects of task complexity on learner internal processes. However, researchers have primarily employed behavioral methods to investigate task-generated cognitive load. Being the first to adopt neuroimaging to study second language (L2) task effects, we…

This study examined the effect of mobile-mediated dynamic assessment on reading comprehension and reading fluency skills of Iranian L2 learners. With 50 Iranian L2 learners, randomly assigned to the experimental and control groups, a pretest-posttest control group design was used. Whereas the control group received traditional instructor…

It has been suggested that the reading acceleration program (RAP) (Breznitz et al. in Nature Communications 4: 1486, 2013), in which participants are forced to read at a rate faster than their normal reading fluency rate, improves reading fluency and comprehension in alphabetic languages. However, its effectiveness has never been examined in…

Remote proctoring, or monitoring test takers through internet-based, video-recording software, has become critical for maintaining test security on high-stakes assessments. The main role of remote proctors is to make judgments about test takers' behaviors and decide whether these behaviors constitute rule violations. Variability in proctor…

"Tests of Aptitude for Language Learning" (TALL) is an openly accessible internet-based battery to measure the multifaceted construct of foreign language aptitude, using language domain-specific instruments and L1-sensitive instructions and stimuli. This brief report introduces the components of this theory-informed battery and…