Incremental intelligence plays an important role in self-regulating and enhancing writing performance among language learners. The present study aimed to investigate the relationship among variables of the incremental theory of intelligence, self-regulatory writing strategies, implicit theory of writing, and writing performance in EFL learners. To…

IELTS is a widely accepted English language proficiency test, required for academic and professional purposes. In this study, we examined the relationship between IELTS and the English proficiency skills of international students. We developed a proximal mediation model based on Bandura's triadic reciprocal determinism theory and tested it using…

As English continues to spread as an international lingua franca, there is a growing diversity in its use around the world. As a result, there are calls for embracing the diversity in the teaching, learning and assessment of the language. At the same time, there is a growing criticism against the widely taken language tests such as the Test of…

The purpose of the present study was twofold: (a) to compare the performance of six cognitive diagnostic models, including a general model (GDINA), two non-compensatory models (DINA and NC-RUM), and three compensatory models (ACDM, DINO, and CRUM), at test level to find the best model for describing the underlying interaction among the listening…

High stakes testing, such as IELTS, is designed to select individuals for decision-making purposes (Fulcher, 2013b). Hence, there is a slow-growing stream of research investigating the subskills of IELTS listening and, in feedback terms, its effects on individuals and educational programs. Here, cognitive diagnostic assessment (CDA) performs it…

Personalized learning has become an important and powerful paradigm catering for various needs, styles, preferences, and modes of learning. Several methods including task recommendations and path planning have recently emerged to effectively implement personalized learning using e-learning systems. The literature shows that the use of task…

This study investigates two models of L2 vocabulary acquisition at an advanced L2 level: L1 lemma mediation and the revised hierarchical models. Proponents of the L1 lemma mediation model postulate that advanced L2 learners map L2 words to L1 meanings or concepts, whereas proponents of the revised hierarchical model argue that the increasing…

The current study investigates how second language (L2) listening comprehension is associated with three dimensions of L2 vocabulary knowledge: size, depth, and fluency. Vocabulary knowledge tests administered to 290 participants measured L2 auditory vocabulary size, depth, and fluency. Afterward, participants took an International English…

In the literature of second language teaching and learning, the use of students' first language (L1) has been an issue of debate for many years. Despite the changing state of teaching and learning aspects over the years, the belief that L1 should not be used in English as a Foreign Language (EFL) classrooms has stood the test of time.…