Research has postulated a link between teachers' beliefs and agentic decisions. This study sought to investigate 215 Iranian EFL preservice teachers' conceptions of assessment, assessment agency, and the interrelationship between these two constructs. Using structural equation modeling, the results revealed that collaboration and reflection…

Choosing a major is one of the most important decisions in one's life. Understanding the aspects that intervene in this decision contribute to a better understanding of main motivational forces of English as a Foreign Language pre-service teachers. This qualitative descriptive study examined the personal, professional, and social motivations and…

This paper reports on an action research (AR) study that pre-service teachers conducted to assess their students in practicum. Based on Xu and Brown's (2016) assessment literacy (TALIP) framework, we aim to empower them in a real classroom atmosphere. Data were collected systematically and came from interviews, pre-service teachers' own exams,…

The research aimed to identify pull and push factors motivating the applications of Palestinian-Jerusalemite students (hereafter: PJS) to study a training program for Hebrew teaching in an Israeli university. Semi-structured interviews and an open questionnaire elicited the students' motivations and learning experiences, to reveal how they coped…

The impetus of this study is to investigate students' attitudes towards online language learning based on their previous academic experiences and year of study, including the decision to major or minor (i.e., motivation). A total of 975 students completed a survey questionnaire consisting of background information, Likert scale items, and…

This study carried out with the participation of 68 pre-service EFL teachers (PET) attending Turkish universities aims to investigate PETs' perceptions as to the use of online instructional tools (OIT). This is a mixed-methods study; both quantitative and qualitative data have been collected. Data were gathered in the academic year of 2018-2019…

This study, taking into consideration of teachers' as well as students' judgments, explored the generalizability and consistency of the results of linking speaking test of IELTS to China's Standards of English Language Ability (CSE). Nine college English teachers and 81 undergraduate students judged the degree of congruence between the IELTS…

This study aims at drawing a conclusion about the use of the first language (L1) in language classes on which there is still no consensus among researchers. In line with this aim, the qualitative studies involving participants' views or practices obtained through interviews or observations were analyzed and then synthesized. Firstly, two basic…

The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic…

The COVID-19 pandemic changed the curricula and mode of instruction for many postgraduate taught and research programs. Before the pandemic, many MA TESOL programs included on-campus tutorials as requirements, as the curricula were designed based on on-campus activities. However, as the United Kingdom restricted face-to-face teaching due to social…

Rating scales for writing assessment are critical in that they determine directly the quality and fairness of such performance tests. However, in many EFL contexts, rating scales are made, to certain extent, based on the intuition of teachers who strongly need a feasible and scientific route to guide their construction of rating scales. This study…

Research is a requisite for most of the undergraduate honors degrees offered by universities worldwide and these undergraduates are expected to submit a dissertation based on their research. Given the new demands of this independent component of learning, it is important to understand the challenges faced by students and the strategies that they…

This study explores the impact of students' beliefs on teachers' beliefs regarding oral corrective feedback through a targeted professional development programme. The programme comprised a one-day seminar during which eleven high-school EFL teachers were presented with and discussed the findings of a study of their students' feedback beliefs, and…

"Service-learning" (SL) is an experiential pedagogy that engages students in working for, with, and in communities in need. While prior research has explored the effects of SL on second language (L2) users' (perceived) language development (e.g., Gaugler & Matheus, 2019), intercultural awareness (e.g., Sa´nchez-Naranjo, 2021), and…

English teachers' assessment literacy has always been considered as an important factor in their performance. However, no instrument has ever been developed to assess this construct among Iranian EFL teachers. To fill this gap, in the first phase of the present study, a theoretical framework for the main four components of teacher assessment…