Considerations and Praxis of Exploratory Factor Analysis: Implications for L2 Research
Considerations and Praxis of Exploratory Factor Analysis: Implications for L2 Research

Reza Rezvani; Hessameddin Ghanbar; Kyle Perkins

Volume 43, Issue 1 , February 2024, , Pages 151-178

https://doi.org/10.22099/tesl.2024.49564.3264

Abstract
  Second language (L2) researchers often rely on quantitative methods and measurement instruments like questionnaires and scales to explore latent constructs. They usually borrow sophisticated ...  Read More
Fairness in Classroom Language Assessment from EFL Teachers' Perspective
Fairness in Classroom Language Assessment from EFL Teachers' Perspective

Somaye Tofighi; Mohammad Ahmadi Safa

Volume 42, Issue 2 , May 2023, , Pages 81-110

https://doi.org/10.22099/tesl.2023.46825.3173

Abstract
  The significance of fairness in assessment is not a subject of doubt for educationalists even with fundamentally contrastive perspectives, but the study of methodological means for ...  Read More
A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum
A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum

Seyed Younes Alavi; Reza Rezvani; Saeed Yazdani

Volume 41, Issue 4 , November 2022, , Pages 59-86

https://doi.org/10.22099/tesl.2022.42432.3066

Abstract
  The design, implementation and outcomes of curriculums must be ongoingly evaluated. Using quantitative gap analysis, this study evaluated Iranian EFL teachers’ satisfaction with ...  Read More
Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class
Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class

Zohre Hamzelou; Sayyed Mohammad Alavi; Majid Nemati

Volume 41, Issue 3 , August 2022, , Pages 57-87

https://doi.org/10.22099/tesl.2022.35693.2761

Abstract
  Learning-oriented assessment (LOA) seeks to support instruction by providing information about students’ current learning conditions and their ultimate performance. This study ...  Read More
The Impact of Collaborative In-service Training on EFL Teachers’ Language Assessment Literacy, Perceptions and Practices
The Impact of Collaborative In-service Training on EFL Teachers’ Language Assessment Literacy, Perceptions and Practices

Amir Mashhadi; Hoora Dehghani

Volume 41, Issue 3 , August 2022, , Pages 89-115

https://doi.org/10.22099/tesl.2022.43053.3096

Abstract
  This mixed-methods study sought to examine any significant impact of Iranian English as a Foreign Language (EFL) teachers' collaboration in rating speaking tests and brainstorming theoretical ...  Read More
An Online Portfolio Assessment and Perception Study of Iranian High School Students’ English Writing Performance during the COVID-19 Pandemic
An Online Portfolio Assessment and Perception Study of Iranian High School Students’ English Writing Performance during the COVID-19 Pandemic

Siamak Rahimi; Behzad Ghonsooly; Afsheen Rezai

Volume 40, Issue 3 , August 2021, , Pages 197-231

https://doi.org/10.22099/jtls.2021.39788.2946

Abstract
  With the abrupt emergence and dissemination of the COVID-19 pandemic, the traditional face-to-face classes were replaced by online classes in Iran. This quick shift has put great demands ...  Read More
Examining 'Assessment Literacy in Practice' in an Iranian Context: Does it Differ for Instructors and Learners?
Examining 'Assessment Literacy in Practice' in an Iranian Context: Does it Differ for Instructors and Learners?

Zahra Homayounzadeh; Seyyed Ayatollah Razmjoo

Volume 40, Issue 2 , May 2021, , Pages 1-45

https://doi.org/10.22099/jtls.2021.40269.2978

Abstract
  The study reported here is survey research that aims to examine the assessment literacy (AL) of the instructors (N=12) as well as graduate and postgraduate students (N=46) in the Department ...  Read More