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Language Testing in Asia
Scopus
ISSN 2229-0443 · SpringerOpen · 420 artikel di indeks
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Artikel Jurnal
Measuring transformative agency in PBL and e-PBL: development and validation of an assessment rubric
Abstract This study aimed to design and develop a coding scheme rubric for evaluating students’ transformative agency using a modified qualitative assessment approach. Data collection was conducted in two phases: rubric development and rubric application. In the first phase, a comprehensive…
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Artikel Jurnal
Development and cultural adaptation of a compassion scale for EFL learners: psychometric properties for Iranian youth
Abstract This study aimed to develop and culturally adapt a Compassion Scale for young learners in an English as a Foreign Language (EFL) context, addressing the paucity of culturally appropriate assessment tools in language education. Recognizing compassion as a multifaceted construct integral to…
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The construct and validity measures of procrastination in EFL setting: evidence from the Iranian context
Abstract Despite extensive research on academic procrastination, there is limited evidence on its construct and validity measures in EFL settings, particularly within the Iranian context. The current study aimed to investigate the construct and validity measures of academic procrastination among…
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Artikel Jurnal
A diagnostic assessment of translation competence: linguistic and intercultural gaps in Egyptian EFL programs
Abstract This study offers a diagnostic assessment of the multifaceted challenges encountered by English as a Foreign Language (EFL) students enrolled in translation-focused programs at a large public Egyptian university. Adopting a mixed-methods framework, the research combined quantitative data…
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Artikel Jurnal
The impact of Japanese EFL test-takers’ listening comprehension on their notetaking and summarization performance in two distinct listen-to-summarize tasks: an eye-tracking mixed-methods study
Abstract Recently, there has been a growing trend towards assessing test-takers’ ability to summarize different sources (e.g., lectures, texts, and charts). While integrated tasks often focus on read-to-write tasks, listen-to-write tasks are increasingly used to evaluate summarization skills. This…
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Artikel Jurnal
Between gatekeeping and coping: Iranian EFL students’ lived experience of AI-mediated writing assessment
Abstract The rapid proliferation of Generative Artificial Intelligence (GenAI) has destabilized foundational assumptions in second language writing assessment. The dominant scholarly response—concentrating on detection, psychometric validity, and pedagogical integration—has systematically…
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Artikel Jurnal
Exploring cognitive–institutional alignment in poetry comprehension: a grade 8 case study in Nepal
Abstract Poetry is persistently perceived as more difficult than narrative prose among ESL/EFL learners, yet whether this difficulty is intrinsic to the genre or structurally mediated remains undertheorised. This study examined whether Grade 8 ESL/EFL learners’ poetry difficulty may be associated…
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Artikel Jurnal
Bridging the gap: speaking assessment literacy training needs of Iraqi EFL teachers
Abstract This study investigated the speaking assessment literacy (SAL) training needs of pre-service (PS) and in-service (IS) Iraqi English as a Foreign Language (EFL) teachers using a mixed-methods design. Quantitative data were collected through a needs analysis questionnaire examining the…
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Artikel Jurnal
EFL teachers’ language assessment literacy training needs: the role of individual and contextual factors
Abstract Glocalization has become increasingly influential in language testing, by adopting and reshaping global assessment standards within the local educational context. One important area where this global and local interface unfolds is teachers’ language assessment literacy (LAL). This study…
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Artikel Jurnal
The state of assessment training in EFL teachers’ courses: aligning policies, standards, and language assessment course syllabi
Abstract This study investigates the alignment and misalignment among language assessment course syllabi, curriculum standards, and national education policies in EFL teacher education at Farhangian University. Using Webb’s curriculum alignment framework, the analysis focused on three dimensions…
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Artikel Jurnal
Domain-specific cognitive skill profiles in high-stakes tertiary assessment: a diagnostic model grounded in bloom’s taxonomy
Abstract High-stakes tests play a decisive role in test-takers’ lives and in shaping educational policies, yet they are often criticized for encouraging rote learning and limiting higher-order cognitive engagement. This study aimed to analyze the underlying cognitive processes measured in the…
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Artikel Jurnal
Authenticity of academic lecture passages in high-stakes English tests: interrelations among temporal fluency features
Abstract In listening assessment, a domain definition inference of temporal fluency features remains under-researched, posing a challenge for test developers in creating authentic listening texts. To address this issue, this paper reports two studies. Study I examined interrelations of temporal…
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Capturing language teachers’ work engagement in online EFL classes: a questionnaire development and validation study
Abstract Given the growing importance of teacher work engagement for instructional quality and student learning, the availability of valid and context-sensitive measurement instruments has become increasingly important. Although several instruments have been developed to assess work engagement…
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Evaluating the Short-Form Foreign Language Classroom Anxiety Scale in a Japanese university EFL context: internal-structure evidence and score-interpretation boundaries
Abstract Foreign language classroom anxiety remains a central construct in applied linguistics, but brief instruments require context-specific evidence before their scores are used for substantive interpretation. This study examined the eight-item Short-Form Foreign Language Classroom Anxiety Scale…
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Bridging local needs and global standards: a socio-cognitive validation study of Japan's EIKEN Pre-2 Plus Test
Abstract The development of locally contextualised English proficiency tests that maintain global standards is a critical challenge in Asian language testing contexts. Japan's EIKEN Foundation exemplifies this through the development of EIKEN Grade Pre-2 Plus, designed to fill the proficiency gap…
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A closer look at the impact of gender on test performance through a multivariate G-theory approach
Abstract Psychometricians have voiced their concern over the psychometric quality of a test in the realms of educational measurement and language assessment. Validity and reliability are interdependent, and sources of construct-irrelevant variance may jeopardize the validity of test score…
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Artikel Jurnal
Diagnostic assessment of L2 academic writing needs among doctoral scholars in Tamil Nadu universities
Abstract Academic writing in English is a central requirement of doctoral education in multilingual higher education contexts, yet many doctoral scholars receive limited systematic support in identifying and addressing their writing needs. This study presents a diagnostic assessment of second…
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Artikel Jurnal
Policy, pedagogy, and perceived inevitability: Turkish EFL teachers' perspectives on deterring cheating in online assessments
Abstract Student assessment in an online teaching environment poses a significant challenge due to violations of academic integrity, such as academic dishonesty in online assessments. This qualitative study, based on Deci and Ryan’s Self-Determination Theory (SDT), Kohlberg's Stages of Moral…