The significance of assessment as a learning component has led to the development of a sound assessment system that supports the teaching and learning objectives. Achievement of learning assessment should prioritize assessment "as" learning (AaL) and assessment "for" learning (AfL) rather than the assessment "of"…

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…

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…

This first attempt aims to determine the extent of students' covert use of machine translation (MT) in the online assessment of their sight translation, the strategies of such use, and its signs. The study is based on the analysis of target texts (TT) of specialised online sight translation from Ukrainian into English by 13 BA and 10 MA students.…

Teachers must foster within themselves the idea that technology is a part of civilization that must inevitably go hand in hand with teaching and learning, including assessment. Technology-based assessment should assist teachers in dealing with digital native students who are already aware of their own needs, requiring teachers to integrate…

The role of artificial intelligence (AI) in education plays a crucial role in teacher training digitalisation. Although AI has enormous potential, not much is known about how pre-service teachers perceive and utilise AI tools in professional practice. Hence, this study, guided by the Unified Theory of Acceptance and Use of Technology framework,…

This study aimed to compare item characteristics and response time between stimulus conditions in computer-delivered listening tests. Listening materials had three variants: regular videos, frame-by-frame videos, and only audios without visuals. Participants were 228 Japanese high school students who were requested to complete one of nine…

This study explores the effectiveness of using ChatGPT, an Artificial Intelligence (AI) language model, as an Automated Essay Scoring (AES) tool for grading English as a Foreign Language (EFL) learners' essays. The corpus consists of 50 essays representing various types including analysis, compare and contrast, descriptive, narrative, and opinion…

This study inspected how techno-competence in artificial intelligence (AI)-driven evaluations affected EFL learners' boredom, self-esteem, and writing skills. To do so, 66 Saudi Arabian male students from Saudi Arabia participated in the study. They were then split into the experimental group (EG) and the control group (CG). While the CG was…

Previous research on online features embedded in language assessments have been limited to the use of dictionary or spell/grammar check. Few have examined the role of accessibility features in the Kindergarten to Grade 12 (K-12) English learner (EL) context in the U.S. This study examined how K-12 EL educators perceive and instruct online…

Responding to the challenge of delivering valid assessments during the unprecedented times of the COVID-19 pandemic was certainly not easy. However, the efforts will undoubtedly lead to developments in the field of language assessment. This special issue closes with a brief summary of the commentaries it contains and raises some unanswered…

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) education has transformed teaching practices, necessitating a re-evaluation of teacher competencies in the digital age. This systematic review examines the intersection of AI technologies and EFL teachers' competencies, exploring how AI tools influence…

Over the past 40 years, second language educators and assessors have come to the realization that investigating the process of writing can shed light on language teaching, learning and assessment practices (Odendahl & Deane, 2018). What L2 writers do and think while writing can provide links between the task, the related construct and the…

VocQGen is an automated tool designed to generate multiple-choice cloze (MCC) questions for vocabulary assessment in second language learning contexts. It leverages several natural language processing (NLP) tools and OpenAI's GPT-4 model to produce MCC items quickly from user-specified word lists. To evaluate its effectiveness, we used the first…

Computer quiz games are introduced to improve teaching and learning in a freshman engineering chemistry course in an English-as-a-second-language (ESL) environment. These quiz games are developed and implemented as supplemental and augmentative tools to enhance traditionally delivered lectures. The paper shows an increase in students' motivation…