Language Education & Assessment

Language Education & Assessment

Indexing

Editor-in-Chief: Heng-Tsung Danny Huang
First Published: July 2018
Frequency: Three times per year
ISSN: 2209-3591 (Online)

Language Education and Assessment is a peer-reviewed international journal that provides full open access to its contents and aims to publish original manuscripts in the fields of second/foreign language (L2) education and language assessment. This journal offers a forum for those involved in these fields to showcase their work addressing such topics as L2 teaching theories and methods, innovations in L2 teaching, culture in L2 teaching and learning, individual differences in L2 learning, validity issues in assessing language proficiency, standardized language proficiency tests, classroom-based language assessment, computerized and computer-adaptive language testing, alternative language assessment, alignment of language instruction and assessment, and other relevant areas of inquiry.

Publication Details:
This is an open access journal.
All articles are freely available immediately on publication.
There are no fees for submitting to or publishing in this journal.

Publisher Information:
Ground Level, 470 St Kilda Road
Melbourne VIC 3004 Australia
Email: journals@castledown.com

Archives

Volume 1 Number 1 (2018)

Volume 1 Number 2 (2018)

Volume 2 Number 1 (2019)

Volume 2 Number 2 (2019)

Volume 2 Number 3 (2019)

Volume 3 Number 1 (2020)

Volume 3 Number 2 (2020)

Volume 4 Number 1 (2021)

Volume 4 Number 2 (2021)

Volume 4 Number 3 (2021)

Volume 5 Number 1 (2022)

Explore this Journal

Image-text relations and interjections in animated language-learning materials

Shin-ying Huang – This study examined image-text relations in English-as-a-foreign-language textbooks focusing on moving-image animations that accompany verbal dialogues.

Role of expert judgement in language test validation

David Coniam , Tony Lee , Michael Milanovic , Nigel Pike , Wen Zhao – The calibration of test materials generally involves the interaction between empirical anlysis and expert judgement.

The processes of rating L2 speaking performance using an analytic rating scale – A qualitative exploration

Thuy Thai, Susan Sheehan – In language performance tests, raters are important as their scoring decisions determine which aspects of  performance the scores represent; however, raters are considered as one of the potential sources contributing to unwanted variability in scores…

E-portfolios in EFL writing: Benefits and challenges

Ying-Hsueh Cheng – While the benefits of portfolio assessment are well documented in second language (L2) writing literature, educators still face challenges as they seek to incorporate it in their classrooms.

Revisiting communicative competence in the teaching and assessment of language for specific purposes

Shona Whyte – The term communicative competence captures the notion that the ability to use language in interaction requires not just control of linguistic form but also awareness of rules of use in different contexts (Hymes 1972).

A systematic review of written corrective feedback research in ESL/EFL contexts

Sin Wang Chong – In the past decade (2007-2017), research on written corrective feedback (WCF) has been proliferating in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) contexts, and new developments in this field of research are evident.

Interpretations of spoken utterance fluency in simulated and face-to-face oral proficiency interviews

Ethan Quaid , Alex Barrett – Research examining test taker fluency in simulated and face-to-face oral proficiency interview performances has primarily focused on quantitative spoken utterance fluency data alone, with further qualitative investigation of test taker processing fluency’s effect being…

Assessing L2 listening at a Japanese university: Effects of input type and response format

Kerry Pusey – Large-scale and classroom-based tests of L2 listening comprehension typically employ audio-only listening texts and a multiple-choice response format.

Then and now: Themes in language assessment research

Lia Plakans – This short reflection considers major themes in language assessment research in two years across a decade, 2007 and 2017.

The processes of rating L2 speaking performance using an analytic rating scale – A qualitative exploration

Thuy Thai, Susan Sheehan – In language performance tests, raters are important as their scoring decisions determine which aspects of  performance the scores represent; however, raters are considered as one of the potential sources contributing to unwanted variability in scores…

Role of expert judgement in language test validation

David Coniam , Tony Lee , Michael Milanovic , Nigel Pike , Wen Zhao – The calibration of test materials generally involves the interaction between empirical anlysis and expert judgement.

Revisiting communicative competence in the teaching and assessment of language for specific purposes

Shona Whyte – The term communicative competence captures the notion that the ability to use language in interaction requires not just control of linguistic form but also awareness of rules of use in different contexts (Hymes 1972).

A systematic review of written corrective feedback research in ESL/EFL contexts

Sin Wang Chong – In the past decade (2007-2017), research on written corrective feedback (WCF) has been proliferating in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) contexts, and new developments in this field of research are evident.

Interpretations of spoken utterance fluency in simulated and face-to-face oral proficiency interviews

Ethan Quaid , Alex Barrett – Research examining test taker fluency in simulated and face-to-face oral proficiency interview performances has primarily focused on quantitative spoken utterance fluency data alone, with further qualitative investigation of test taker processing fluency’s effect being…

Assessing L2 listening at a Japanese university: Effects of input type and response format

Kerry Pusey – Large-scale and classroom-based tests of L2 listening comprehension typically employ audio-only listening texts and a multiple-choice response format.

Then and now: Themes in language assessment research

Lia Plakans – This short reflection considers major themes in language assessment research in two years across a decade, 2007 and 2017.

The processes of rating L2 speaking performance using an analytic rating scale – A qualitative exploration

Thuy Thai, Susan Sheehan – In language performance tests, raters are important as their scoring decisions determine which aspects of  performance the scores represent; however, raters are considered as one of the potential sources contributing to unwanted variability in scores…

Role of expert judgement in language test validation

David Coniam , Tony Lee , Michael Milanovic , Nigel Pike , Wen Zhao – The calibration of test materials generally involves the interaction between empirical anlysis and expert judgement.

Selected Linguistics Articles

Bridging out-of-school digital literacy through multimodal composition for EFL students with developing proficiency

Bridging out-of-school digital literacy through multimodal composition for EFL students with developing proficiency

Dian Marissa , Shazia Hamid - This study examined how multimodal composition afforded opportunities to develop learner agency.
Limitations of mobile phone learning

Limitations of mobile phone learning

Shudong Wang, Michael Higgins - In this article, we discuss weaknesses inherent in mobile phone learning, and factors that limit its viability.
Exploring Japanese students’ e-learning habits

Exploring Japanese students’ e-learning habits

Shudong Wang, Jun Iwata - Since 2010, both universities in which the authors teach have integrated PC-based e-learning or mobile learning programs into several English courses.
Translanguaging for and as learning with youth from refugee backgrounds

Translanguaging for and as learning with youth from refugee backgrounds

Saskia Van Viegen - Although host countries generally integrate refugees into public education, wide-spread and comprehensive understanding of teaching and learning with children and youth who have experienced forced displacement and migration remains an unmet goal within most education systems.
Integrating e-learning in all English classes: Success at the half-way point of a five-year project

Integrating e-learning in all English classes: Success at the half-way point of a five-year project

James W. Pagel, David W. Reedy - Using PowerPoint for student-created group projects can be motivating and enjoyable for both students and instructors while fostering a sense of student self-reliance and autonomy.
The influence of technology in the classroom: An analysis of an iPad and video intervention on JHS student’s confidence, anxiety, and EFL WTC

The influence of technology in the classroom: An analysis of an iPad and video intervention on JHS student’s confidence, anxiety, and EFL WTC

David Michael Ockert - This small-scale, longitudinal study tested for the influence of video recording with a camcorder, and recording and self-viewing with an iPad.
Online interaction, emotions, and EFL learners’ grit in collaborative writing

Online interaction, emotions, and EFL learners’ grit in collaborative writing

Hsien-Chin Liou, Pei-En Chiang - This case study addresses both online interaction and the EFL students’ emotions and grit in a collaborative writing project.