All Stories

  1. Investigating the visual content of a commercialized academic listening test: Implications for validity
  2. The predictive value of gaze behavior and mouse-clicking in testing listening proficiency: A sensor technology study
  3. From Colonialism to Self-determination: A Historical Study of Language Testing and Institutional Policy
  4. Orchestrating Teacher, Peer, and Self-Feedback to Enhance Learners’ Cognitive, Behavioral, and Emotional Engagement and Public Speaking Competence
  5. A Meta-Analysis of the Reliability of Second Language Listening Tests (1991–2022)
  6. Transitioning from Communicative Competence to Multimodal and Intercultural Competencies: A Systematic Review
  7. A meta-analysis of the reliability of a metacognitive awareness instrument in second language listening
  8. Investigating the affordances of OpenAI's large language model in developing listening assessments
  9. A Systematic Review of Eye-Tracking Technology in Second Language Research
  10. Does modality matter? A meta-analysis of the effect of video input in L2 listening assessment
  11. A Multidimensional Analysis of a High-Stakes English Listening Test: A Corpus-Based Approach
  12. A systematic review of AI-based automated written feedback research
  13. Bibliometrics and scientometrics in applied linguistics: Epilogue to the special issue
  14. Topic and Accent Coverage in a Commercialized L2 Listening Test: Implications for Test-takers’ Identity
  15. Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
  16. A scientometric analysis of applied linguistics research (1970–2022): methodology and future directions
  17. The vexing problem of validity and the future of second language assessment
  18. Language Programme Evaluation
  19. The typology of second language listening constructs: A systematic review
  20. A systematic review of authenticity in second language assessment
  21. Investigating the effect of multimodality and sentiments on speaking assessments: a facial emotional analysis
  22. A scientometric review of research in Translation Studies in the twenty-first century
  23. A Systematic Review of the Validity of Questionnaires in Second Language Research
  24. An eye-tracking investigation of the keyword-matching strategy in listening assessment
  25. A systematic review of automated writing evaluation systems
  26. Neurocognitive evidence for test equity in an academic listening assessment
  27. The Known and Unknown About the Nature and Assessment of L2 Listening
  28. A systematic review of digital storytelling in language learning in adolescents and adults
  29. A meta-analysis of the effect of virtual reality on reducing public speaking anxiety
  30. The effect of in-class and one-on-one video feedback on EFL learners’ English public speaking competency and anxiety
  31. A review of the methodological quality of quantitative mobile-assisted language learning research
  32. What can gaze behaviors, neuroimaging data, and test scores tell us about test method effects and cognitive load in listening assessments?
  33. Examining the factor structure and its replicability across multiple listening test forms: Validity evidence for the Michigan English Test
  34. A scientometric review of research trends in computer-assisted language learning (1977 – 2020)
  35. Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires
  36. A systematic review of item response theory in language assessment: Implications for the dimensionality of language ability
  37. A Neurocognitive Comparison of Listening to Academic Lectures and Natural Sounds: Implications for Test Validity
  38. A comprehensive review of Rasch measurement in language assessment: Recommendations and guidelines for research
  39. A neurocognitive investigation of test methods and gender effects in listening assessment
  40. An investigation of mother tongue differential item functioning in a high-stakes computerized academic reading test
  41. Exploring the frontiers of eye tracking research in language studies: a novel co-citation scientometric review
  42. Dynamics of item reading and answer changing in two hearings in a computerized while-listening performance test: an eye-tracking study
  43. Measureable Dimensions of Visual Mental Imagery and Their Relationship With Listening Comprehension: Evidence From Forensic Arts and Latent Class Analysis
  44. Examining test fairness across gender in a computerised reading test: A comparison between the Rasch-based DIF technique and MIMIC
  45. A Cognitive Diagnostic Assessment Study of the Listening Test of the Singapore–Cambridge General Certificate of Education O-Level: Application of DINA, DINO, G-DINA, HO-DINA, and RRUM
  46. An Integrated Cognitive Theory of Comprehension
  47. Understanding the Role of Likeability in the Peer Assessments of University Students’ Oral Presentation Skills: A Latent Variable Approach
  48. Predicting EFL writing ability from levels of mental representation measured by Coh-Metrix: A structural equation modeling study
  49. Validating a computer-assisted language learning attitude instrument used in Iranian EFL context: an evidence-based approach
  50. Modeling Local Item Dependence Due to Common Test Format With a Multidimensional Rasch Model
  51. Examining the Notion of Listening Subskill Divisibility and its Implications for Second Language Listening
  52. Understanding the growth of ESL paragraph writing skills and its relationships with linguistic features
  53. Development and Validation of the Test Takers’ Metacognitive Awareness Reading Questionnaire (TMARQ)
  54. Predicting item difficulty in a language test with an adaptive neuro fuzzy inference system
  55. Differential Item Functioning in While-Listening Performance Tests: The Case of the International English Language Testing System (IELTS) Listening Module
  56. An Investigation of Differential Item Functioning in the MELAB Listening Test
  57. Psychometric characteristics of the Persian version of the Multidimensional School Anger Inventory–Revised