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.

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.

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…

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.

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.

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…

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.

Selected Linguistics Articles

EFL learners’ peer negotiations and attitudes in mobile-assisted collaborative writing

EFL learners’ peer negotiations and attitudes in mobile-assisted collaborative writing

Shiou-Wen Yeh, Cheng-Ting Chen - Based on the advantages of collaborative writing and the advanced development of mobile technology, this study investigated the communication process and attitudes of a group of college students toward collaborative writing using a Google Docs…
Exploring the Effectiveness of Deliberate Computer-Assisted Language Learning

Exploring the Effectiveness of Deliberate Computer-Assisted Language Learning

Andrew Obermeier - This article presents a work-in-progress focused on developing an experiment to investigate the effectiveness of different types of deliberate paired-associate computer-assisted language learning (CALL).
E-pals to motivate students: How a fully integrated email exchange can help motivate low-level students

E-pals to motivate students: How a fully integrated email exchange can help motivate low-level students

Marie-Nancy Bourques - This article describes how an email exchange (epal) can motivate low-level college students.
Multimodal literacy practice and identity in standard English learning: A case study in Taiwan

Multimodal literacy practice and identity in standard English learning: A case study in Taiwan

Hsiao-Ping Wu - The purpose of this qualitative case study is to understand the impact of four high school students' multimodal literacy practices in blogging and instant messaging (IM) on academic writing and how they construct their identities in terms…
Chronicling Indonesian EFL students’ engagement in podcast-based speaking in online learning milieu: A self-determination theory perspective

Chronicling Indonesian EFL students’ engagement in podcast-based speaking in online learning milieu: A self-determination theory perspective

Khusnul Khotimah , Bambang Yudi Cahyono, Deisyi Anna Batunan - The abrupt shift of teaching and learning to the online mode due to the covid-19 outbreak has inevitably called for technology integration to better engage students in online instruction.
Do you know who we are? Undergraduate students’ access to technology: A survey report

Do you know who we are? Undergraduate students’ access to technology: A survey report

Nicolas Gromik - This report presents findings from a quantitative survey of Japanese second-year undergraduate students about their access to and ownership of technology.
A survey of online teaching by native-speaker English instructors at Japanese universities

A survey of online teaching by native-speaker English instructors at Japanese universities

John Bracher - This study investigates how native-speaker English teachers working at Japanese universities use the Internet in their classes.