Verbal interaction has been the subject of a growing interest among language professionals in Europe since the CEFR was published in 2001; in linguistics, verbal interaction has long been studied. In the Bakhtinian approach, it is even considered "the fundamental reality of language". All types of interaction share the fact that they are…

The effects of question or task complexity on second language speaking have traditionally been investigated using complexity, accuracy, and fluency measures. Response processes in speaking tests, however, may manifest in other ways, such as through nonverbal behavior. Eye behavior, in the form of averted gaze or blinking frequency, has been found…

This convergent mixed method study aimed at exploring the English context of the widely used Emirates Standardized Test (EmSAT) by juxtaposing it to its sequel, the International English Language Testing System (IELTS). For this purpose, the study used the Common European Framework of Reference (CEFR) international standards which is used as a…

Computer-based test (CBT) and paper-based test (PBT) are two test modes to the test takers that have been widely adopted in the field of language testing or assessment over the last few decades. Due to the rapid development of science and technology, it is a trend for universities and educational institutions striving rather hard to deliver the…

In German Switzerland the learning and assessment of Swiss German Sign Language ("Deutschschweizerische Gebärdensprache," DSGS) takes place in different contexts, for example, in tertiary education or in continuous education courses. By way of the still ongoing implementation of the Common European Framework of Reference for DSGS,…

Turkish and Foreign Languages Research and Application Center (TÖMER) is one of the important institutions for learning Turkish as a foreign language. In these institutions, proficiency tests are applied at the end of each level. However, test applications in TÖMERs vary between each center as there is no shared program in teaching Turkish as a…

Studies have shown that language assessment literacy (LAL) is important for language teachers since they make important classroom decisions to improve student learning based on their assessment. However, some studies have shown that teachers need more knowledge and skills in assessment. Teachers also seem unconfident in assessing their students…

To date, research into conference interpreting has not produced a definition of the concrete subskills associated with an A, B and C language in interpreters' combinations of working languages. Existing frameworks for performance assessment in foreign languages are not designed to cover the very advanced range of language mastery associated with…

Mastering a second language, in this case Czech, is crucial for pupils whose first language differs from the language of schooling, so that they can engage more successfully in the educational process. In order to adjust language teaching to pupils' needs, it is necessary to identify which language skills or individual competences set out within…

Oral language exams at university often consist of an individual or group conversation with the examiner about topics dealt with during the semester. A question-and-answer format is applied and vocabulary and structures tested. As a consequence, the oral exam does not reflect action-oriented approaches that often form part of classroom activities…

In this article we discuss how apparently indicators that may appear straightforward, such as gender differences, need to be interpreted with extreme care. In particular, we consider how the assessment framework, and the methodology of international surveys, may have a potential impact on the results and on the indicators. Through analysis of…

Some educational contexts almost mandate the application of multiple-choice (MC) testing techniques, even if they are deplored by many practitioners in the field. In such contexts especially, research into how well these types of item perform and how their performance may be characterised is both appropriate and desirable. The focus of this paper…

The validity of results from international assessments depends on the correctness of the test translations. If the tests presented in one language are more or less difficult because of the manner in which they are translated, the validity of any interpretation of the results can be questioned. Many test translation methods exist in the literature,…

Translating achievement tests and questionnaires prepared in one language and culture for use in other languages and cultures has been a long-standing practice. Unfortunately, there is considerable technical evidence that suggests that the quality of test translations varies considerably, and too often the translations are not very good, thus…

The Common European Framework describes language proficiency in reading, writing, speaking, and listening on a six-level scale. The Framework provides a common language with which to discuss students' progress. This report describes a study conducted with two panels of English language experts to map scores from four tests that collectively assess…