All Journals

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

During her distinguished career, Carol A. Chapelle has made profound contributions to the language testing, assessment and language learning fields. These contributions have significantly shaped the scholarship of applied linguistics, computer-assisted language learning (CALL), task-based language learning, and language assessment. Chapelle&rsquo;s innovative research has consistently expanded the frontiers of how technology can be harnessed to enhance language learning and teaching, while also advancing theoretical frameworks that support effective assessment practices. Chapelle&rsquo;s work has not only impacted academic research and publication but also informed practical applications and language policy development around the world, making her a pioneer in the integration of technology and technology-enhanced language education.

ltrq.2025.50.01.pdf

Editorial

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Editorial: Special Issue in Honour of Carol A. Chapelle’s Decades-Long Contributions to Language Testing, Assessment and Learning

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 50-First Part)

It is not every day, year, or even decade that a journal dedicates an entire issue to honour the contributions of an individual scholar in the field. The purpose of this Special Issue of Language Teaching Research Quarterly is to celebrate the work of James Dean Brown, a scholar who has made an enormous impact on the field of language testing and assessment. Following his retirement from the field, this Special Issue was created in JD’s honour and is dedicated to him and his many contributions to the field.

ltrq.2023.37.01.pdf

Review Article

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Volume Introduction: Special Issue in Honour of James Dean Brown’s Five-Decade Contribution to Language Testing and Assessment

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

This special issue brings together cutting edge research and reviews&nbsp;highlighting the issues related to future perspectives and challenges of&nbsp;Task-based Language Teaching and Testing. After a thorough review of the&nbsp;received submissions, this special issue publishes three articles which&nbsp;investigate TBLT from different perspectives in various contexts.

ltrq.2019.12.00.pdf

Comments to Editor

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Preface to the Special Issue on Task-based Language Teaching and Testing

Guest-editors: 
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: Task-based Language Teaching and Testing: In Honour of Rod Ellis

The interview took place on 16th February 2022 at 11:00am (GMT) via Zoom. The interview focused on three central themes of Professor Fulcher’s work in language assessment: (i) Reflecting on his career as an educator and scholar, (ii) Experiences and lessons learned when working with industry testing companies, and (iii) Future opportunities and challenges for the language assessment community. The interview was transcribed by Dr. Lee McCallum.

An Interview with Glenn Fulcher: Looking Back and Moving Forward

Original Research 

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Guest-editors: 
Lee McCallum, PhD, Coventry University, UK
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of Glenn Fulcher's Contribution to Language Testing and Assessment

Language testing and assessment are diverse areas which continue to experience rapid development as fields of study. The same growth is also true when we consider the range of methods of testing and assessing student abilities that we have at our disposal. Indeed, as a glance at ‘flagship’ journals such as Language Testing (2022) and Language Assessment Quarterly (2022) will confirm, the scope of academic scholarship is now enormous, as are the many ways in which testers and assessors create, administer, score, and evaluate the tests and assessments they have at their disposal.&nbsp;However, despite this rapid and continuous development, at the heart of these areas is the need for appropriate, fair, valid, reliable, and useful testing and assessment practices and instruments (see recent considerations of these issues in Fulcher &amp; Harding, 2022). This Special Issue in honour of Professor Glenn Fulcher is a tribute to his work at the heart of these areas. The Special Issue describes this work holistically and across different domains of focus.

Introduction to the Special Issue in Honour of Professor Glenn Fulcher

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This special issue brings together the research focusing on future&nbsp;perspectives and challenges of Materials Development. Despite a great number of&nbsp;studies investigating Materials Development from different aspects, there are&nbsp;various unresolved issues which need further research. This special issue&nbsp;publishes 5 articles which focus on different aspects of materials development&nbsp;in various contexts.

Preface to the Special Issue on Material Development

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Special Issue: Material Development: In Honour of Brian Tomlinson

Emotional Intelligence (EI), defined as the “capacity to process emotional information accurately and efficiently” (Mayer &amp; Salovey, 1995), has recently become one of the most discussed issues in different fields. There has been a great deal of discussion both for and against its potential role in education. In fact, it is argued that there is a significant relationship between EI and success in various aspects of life, including life satisfaction, mental health, self-efficacy, psychological well-being, occupational success, and academic achievement. However, there is a gap with regard to EI and its potential role and application in various fields and contexts. The intention of this paper is to stimulate debate and encourage further research about EI through discussing its definitions, constituents, theoretical framework, measurements, and the criticisms leveled against its alleged unfulfilled promise. Furthermore, we elaborate thoroughly on the directions for future research in this field of study.