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Iranian teachers? and learners? attitudes towards the use of e-portfolio in second language speaking assessment
by Hossein Rezadoust Siah Khaleh Sar, Masoud Khalili Sabet, Amir Mahdavi Zafarghandi and Jaleh Hassaskhah
This research explores Iranian teachers? and students? attitudes toward using e-portfolios for speaking assessment in an institutional context. This qualitative study involved 12 intermediate students as well ...
A mixed-method concurrent transformative study of metadiscourse markers employed by L2 speakers: does proficiency level matter?
by Hiwa Weisi and Maryam Zandi
The current study explored and compared the employment of interactive and interactional metadiscourse markers (MDMs) by the International English Language Testing System (IELTS) speaking test takers at beginne...
The differential role of AI-operated WCF in L2 students? noticing of errors and its impact on writing scores
by Khaled ElEbyary, Ramy Shabara and Deena Boraie
Despite the plethora of studies on the role of noticing in second language learning, little is known about the role of AI-operated feedback in noticing errors and uptake during and after writing. To address this ...
The importance of needs satisfaction, teacher support, and L2 learning experience in Intelligent Computer-Assisted Language Assessment (ICALA): a probe into the state of willingness to communicate as well as academic motivation in EFL settings
by Alaa Aladini, Rashed Mahmud and Abeer Ahmed Hammad Ali
In recent years, Intelligent Computer-Assisted Language Assessment (ICALA) has emerged as a transformative approach in language education, leveraging technology to enhance student assessment and learning proce...
Investigating EFL instructors? approaches to classroom-based assessment culture: an explanatory sequential mixed-method approach
by Muhammad Wasim Latif and Arzoo Wasim
Based on sociocultural theory and pragmatism philosophical underpinnings, this study explores the classroom assessment practices of tertiary EFL practitioners, focusing on their alignment with contemporary con...
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