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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p style="text-align: justify;">The tools that teachers use to teach and assess their students have a significant impact on how they teach and how well their students learn. However, we need to know more about how primary school teachers utilize technology to assess in the classroom. To fill this gap, we conducted a study to investigate how teachers in seven countries&mdash;Brazil, China, Colombia, Ecuador, Japan, Taiwan, and Vietnam&mdash;utilize technology to assess students' proficiency in speaking and writing. A total of 142 teachers participated in an online survey to provide information about how they utilize technology to assess students' speaking and writing skills in the classroom, as well as the challenges they encounter. We selected 16 teachers to participate in one-on-one online interviews, allowing us to gain a deeper understanding of how technology is utilized in classroom assessments. The findings highlight the technology tools educators use to assess the speaking and writing skills of young language learners, how they use them, the features they like, and perceptions concerning the benefits and challenges of integrating technology into classroom assessments. We also provide suggestions on how to use technology assessment tools more effectively, tailored to young language learners, to enhance their classroom assessment practices.</p>

ltrq.2025.51.03.pdf

Original Research 

ltrq.2025.51.03.xml

Technology Use in Classroom-Based Assessment for Young Learners: Teachers’ Practices and Perceptions

Guest-editors: 
Christine Coombe 
Higher Colleges of Technology, Dubai, UAE 
Tony Clark 
Cambridge University Press & Assessment, UK 
Hassan Mohebbi 
European Knowledge Development Institute, Turkey


Special Issue: In Honour of Carol A. Chapelle’s Contributions to Language Assessment and Learning (Volume 51-Second Part)

<p style="text-align: justify;">Feedback is integral to classroom assessment. Language development is maximized if teachers and students use feedback more efficiently and effectively (Brown, 2019). This study examined how primary and secondary ESL teachers use classroom assessment feedback effectively to support student learning, actively involve young language learners in the feedback process, and support young language learners in understanding and using classroom assessment feedback. Fifteen ESL teachers were recruited for this study using convenience sampling. All the teachers participated in one-on-one semi-structured interviews through a web-based video conferencing platform. I developed an interview protocol, which helped to guide each interview and allowed me to ask follow-up questions as needed. The main aims of the interviews were to get information about the teachers&rsquo; classroom assessment practices, classroom assessment feedback, self-assessment practices, peer assessment practices, and strategies to help their students make sense of the feedback and make use of it. The findings suggest that teachers perceive classroom assessment feedback as a dialogic process in which teachers and students discuss the feedback to help students understand and use it. The teachers actively engaged students in the feedback process using peer and self-assessment. However, teachers must provide much support to help students understand and use the feedback effectively to promote learning. Some implications for practice and suggestions for future research are also provided.</p>

ltrq.2023.37.04.pdf

ltrq.2023.37.04.xml

ESL Teachers’ Perceptions of Effective Classroom Assessment Feedback

Guest-editors: 
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Tony Clark, PhD, Cambridge University Press & Assessment, UK
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of James Dean Brown’s Five-Decade Contribution to Language Testing