The evaluation of students in online education poses a notable challenge, primarily due to the potential violation of academic integrity caused by various forms of cheating during online examinations. This study aims to explore the perspectives of English as a Foreign Language (EFL) learners on the reasons for online exam cheating. The study was…

Recent research highlights that external feedback alone does not lead to improvements unless students process and use it internally, emphasising the need to shift from a teacher-centred to a student-centred approach. While previous studies have underscored the importance of students generating feedback for their own use and explored effective…

Measurement of language learners' development in speaking proficiency is important for practicing language teachers, not only for assessment purposes, but also for evaluating the effectiveness of materials and approaches used. However, doing so effectively and efficiently presents challenges. Commercial speaking tests are often costly, and beyond…

The aim of this study is to examine the development of self-regulated learning (SRL) of university students in an EFL course via Flipped classroom through a novel measurement roadmap. Microanalytic techniques were used throughout the process rather than students' perceptions at a given moment. SRL skills scores are reported as well as sample…

This study investigates the adoption and impact of generative artificial intelligence (GenAI) tools on English as a foreign language (EFL) learners, focusing on self-efficacy, motivation, and predicted exam performance. Using a mixed-methods approach, the research combines survey data (N = 595) and interviews (N = 8) from Chinese university…

Formative assessment has been often encouraged recently as a pivot component in the methodology of evaluation but the student's views of how this affects the improvement of language learning in some countries are disregarded in a way. Therefore, the following study investigates the experiences of students (pre-service teachers) in formative…

Despite the value of self- and peer-assessments in supporting learning, research reports mixed findings about self- and peer-assessments of writing, raising intriguing queries about the validity and utility of student-led assessment in a writing classroom. Applying a many-facets Rasch measurement approach, this quantitative study investigated 53…

The current study aimed to explore effective strategies for preventing cheating in online examinations by surveying students to determine their cheating strategies. A total of 406 Iranian students at BA, MA, and PhD levels in four programs, including English language teaching, English literature, Linguistics, and English language translation,…

Providing foundational academic support to Indiana's culturally and linguistically diverse students is a cornerstone of the state's educational goals. Over 139,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 83,000 students have been…

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…

The purpose of this study is to investigate the impact of learning-oriented assessment (LOA) on the academic writing ability of EFL students (N:40) during a 12-week in the semester of 2019-2020 academic year in the context of a higher education. Within a pretest-posttest intact group design, the experimental group received instruction following…

This study investigates the differential impacts of various online language assessment models--specifically, the Nonlinear Dynamic Individual-Centered Language Assessment (NDICLA), diagnostic assessment, and formative assessment--on the cognitive load and learning outcomes of English as a Foreign Language (EFL) learners within computer-assisted…

The rising status of English as a global language prompts a call for a paradigm shift in English language teaching in order to correspond to the new sociolinguistic landscape. However, studies related to English language assessment, which can catalyze the transformation especially in a test-oriented context like Thailand, remain limited. This…

Over 129,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 77,000 students have been formally identified as ELs due to limited proficiency in speaking, listening, reading, and writing academic English. ELs comprise roughly 6% of Indiana's…

In global trends and current curricular policy reforms in second language (L2) education, there is a great emphasis on repositioning of teachers as assessors and teachers' role as responsible agents in assessment. However, various factors affect the agency of teachers as assessors in the classroom. This study explored the ways English as a Foreign…