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Hits 1 – 20 of 1.111

1	Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
	Lowe, H.; Henry, L.; Wallinger, J.. - : SAGE Publications, 2022
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2	Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
	Joffe, V.; Wallinger, J.; Henry, L.. - : Sage, 2022
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3	Technology-mediated task-based language teaching : a qualitative research synthesis
	Chong, Sin Wang; Reinders, Hayo. - 2022
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4	English language learning as a Trojan horse? Examining early childhood teachers' views of teaching young children in an English-medium NGO in India
	Mevawalla, Zinnia; Palkhiwala, Sanobia. - : Palgrave, 2022
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5	Challenges with using formative and authentic assessment in physical education teaching from experienced teachers' perspectives
	Barrientos Hernán, Emilio J.; López-Pastor, Victor M.; Lorente-Catalán, Eloísa. - 2022
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6	Counterstories of Honors Students of Color
	Gutiérrez, Michael Carlos
	In: Honors in Practice -- Online Archive (2022)
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7	Automatic Detection of Plagiarism in Writing
	Mahshad Davoodifard
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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8	An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
	Mahshad Davoodifard
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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9	Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test
	Daniel Eskin
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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10	Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
	Kimberly Tan
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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11	Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
	Kimberly Tan
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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12	A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
	Yannan Sun
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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13	Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy
	Mark Romig
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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14	Current Trends in Second Language Assessment
	Soo Hyoung Joo
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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15	Current Trends in Second Language Assessment
	Soo Hyoung Joo
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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16	Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy
	Mark Romig
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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17	A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
	Yannan Sun
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
	Abstract: In China, English as a foreign language (EFL) teachers seem to be in a dilemma because of the discrepancy existing in classroom teaching and assessment, the new curriculum requirement, and the paucity of language assessment knowledge. To tackle these problems, there is an urgent need to evaluate EFL teachers’ language assessment literacy (LAL) and mitigate the possible obstacles that EFL teachers face. Since the term assessment literacy (AL) was firstly suggested, the concept has been derived in other specific fields, such as LAL. Different theories, models, and research on LAL have been examined to study language teachers’ LAL in many countries; however, LAL is still a new concept in China. Thus, the study aims to investigate and analyze the possible reasons behind the current LAL level of in-service EFL teachers in China.
	Keyword: English language; in-service EFL teachers’ LAL level; language assessment literacy; LB5-3640; PE1-3729; reform and education; Theory and practice of education; training and development
	URL: https://doaj.org/article/a427413baeea49019fe7d70c23fc62b9 https://doi.org/10.52214/salt.v21i2.9060
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18	Readers' Credits for Volume 21, Issue 2
	Peter Kim
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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19	An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
	Mahshad Davoodifard
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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20	Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test
	Daniel Eskin
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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