Volume 3 Issue 1 (April 2020)
Assessing threshold level of L2 vocabulary depth in reading comprehension and incidental vocabulary learning
Published: 22 April, 2020, Volume 3(1), pp. 1-12.
Assessing L2 listening at a Japanese university: Effects of input type and response format
Published: 23 April, 2020, Volume 3(1), pp. 13-35.
Other Articles in this Journal:
A systematic review of written corrective feedback research in ESL/EFL contexts
Sin Wang Chong
Published: 31 August, 2019, Volume 2(2), pp. 57-69.
Adopting a dual focus to drive forward the fields of language education and language assessment
Heng-Tsung Danny Huang
Published: 25 July, 2018, Volume 1(1), pp. 1-2.
An investigation of implicit vs. explicit oral corrective feedback on Chinese pupils' use of past tense
Qin Xie, Chingyee Yeung
Published: 29 November, 2018, Volume 1(2), pp. 59-75.
Building a validity argument for the use of academic language tests for immigration purposes: Evidence from immigration-seeking test-takers
Ngoc Thi Huyen Hoang
Published: 20 December, 2019, Volume 2(3), pp. 135-154.
EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Published: 30 April, 2019, Volume 2(1), pp. 41-56.
Exploring assessment for learning practices in the EMI classroom in the context of Taiwanese higher education
Naihsin Li, Jessica Wu
Published: 25 July, 2018, Volume 1(1), pp. 28-44.
From a "Sesame Street" model TA to a university TA: Investigation of an international teaching assistant's professional identity and second language socialization over time
Yi-ju Ariel Wu
Published: 29 November, 2018, Volume 1(2), pp. 76-93.
Revisiting communicative competence in the teaching and assessment of language for specific purposes
Published: 30 April, 2019, Volume 2(1), pp. 1-19.
Sign language learning and assessment in German Switzerland: Exploring the potential of vocabulary size tests for Swiss German Sign Language
Tobias Haug, Sarah Ebling, Penny Boyes Braem, Katja Tissi, Sandra Sidler-Miserez
Published: 30 April, 2019, Volume 2(1), pp. 20-40.
Some evidence of the development of L2 reading-into-writing skills at three levels
Published: 25 July, 2018, Volume 1(1), pp. 9-27.