Dynamic assessment (DA) as an alternative to psychometric-based testing focuses on the collaborative dialogue between the learners and the mediator to move the learners from their current capabilities. This study represents a web-based qualitative inquiry in online DA which aims at addressing the inadequacy of the diagnostic feedback of the web-based DIALANG test in reflecting learners’ potenti...

This article focuses on the use of computers in Language Testing. The first part of the article gives a general introduction to three different kinds of tests administered with a computer: (1) computer-based tests (CBTs), (2) computer-adaptive tests (CATs), and finally (3) web-based tests (WBTs). On the other hand, the second part of the article focuses on self-assessment and web-based tests, p...

The objectives of this study were (a) to examine the writing performance of L2 learners on the level-specific tasks based on Common European Framework of Reference (CEFR) and (b) to study the likely difference between students' self-assessed level of writing and those reported by raters. The study was conducted with 138 Iranian students at BA and MA levels in Alborz Institute of Higher Educatio...

the objectives of this study were (a) to examine the writing performance of l2 learners on the level-specific tasks based on common european framework of reference (cefr) and (b) to investigate whether there was any difference between the students' self-assessed level of writing and the writing level reported by the raters. this study was conducted with 138 iranian students at ba and ma levels ...

Abstract The cross-linguistic gender congruency effect (GCE; a facilitation on retrieval for translations of the same gender) is robust phenomenon analysed almost exclusively with late bilinguals. However, it important to ascertain whether modulated by age acquisition (AoA) and language proficiency. We asked 64 early bilinguals European Portuguese German do forward backward translation task. A ...

Correspondence: [email protected] Department of Linguistics and English Language, Lancaster University, Lancaster, UK Background The need within language testing and assessment for specifications of test content, methods and constructs has long been recognised and accepted. In education more generally, statements of aims, objectives and curricular frameworks are also widely provided, a...

Abstract In bilingualism research, language dominance has been conceptualized and operationalized in different ways. this paper, we discuss notion investigate to what extent is congruent with vocabulary knowledge each language. First, summarize definitions operationalizations of dominance. We show that comparison proficiency related measures a common operationalization Yet, the importance attit...

The study presents a web-based productive vocabulary assessment tool, the internet Picture Naming Test (iPNT). The iPNT is administered online and takes eight minutes to complete. The iPNT assesses vocabulary knowledge by rating participants’ responses to 120 colored drawings of simple objects. Participants type the names of the objects and the names are saved as a computer file that can be upl...

Dynamic Assessment (DA) is theoretically framed within Vygotsky’s Socio-Cultural Theory (SCT) and relies on reunification of assessment and instruction. This process-oriented study of reading comprehension aims at investigating the impacts of applying computerized dynamic assessment (C-DA) which is an ongoing strand of DA on promoting at-risk advanced Iranian EFL students’ reading skills. The s...

This study explored the autonomy of advanced English as a Foreign Language (EFL) learners in reading comprehension through scaffolding and jigsaw in computer-assisted and conventional contexts. After being homogenized through the reading section of DIALANG proficiency test, a total of 80 female advanced EFL learners with the age range of 21 to 45 were selected as the participants of the study. ...