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

The fields of testing and assessment are significant in language education and applied linguistics, involving an inextricable relationship with social change and technological progress. (Fulcher et al., 2022). Practical Language Testing by Glenn Fulcher satisfies the thirst of the educators, researchers, and assessment practitioners who are into language testing and assessment. Remarkably, this book establishes the direction towards language testing, which is the opportunity and equity of a person in society, and, last but not least, the educational policy. Fulcher and Davidson (2007) claim that the products of the language assessment agents ought to mediate between theory and practice, and construct and object. This means that assessment has now become a sophisticated process from various angles with the use of electronic assessment and diagnostic systems. These diagnostic solutions are capable of giving feedback with the help of AI and data analytics to respond to personal needs by monitoring academic progress in real time. Technological integration is more effective, adaptive, and individualised in assessment and testing. However, this rapid transition raises concerns about fairness and the legitimate use of assessment. Fulcher gratefully promotes ethical approaches to assessment design and implementation in this book, and it seems that some issues have been resolved. This book emphasises practical use and approaches by presenting basic concepts and their practical applications throughout the entire volume.

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Review Article

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Book Review: Practical language testing (2nd ed.), Glenn Fulcher. Routledge (2024). pp. 364. Paperback: $48.99. ISBN 9781032447285 (paperback)

The current study conducted a bibliometric review of studies that examine practicum experiences in preservice teacher education, and searches were performed in the Scopus database, retrieving publications between 2006 and 2024. VOSviewer was primarily used to analyze 145 peer-reviewed journal articles, examining trends in publications, most-cited articles, keywords, and thematic groups. The findings indicate an increase in interest in practicum research after 2021. The highest-ranked journal in terms of volume and citation impact was Teaching and Teacher Education. Among the most well-cited articles were those that embrace topics on professional identity development, reflective practice, diversity, mentorship, and international field experiences. Cluster analysis identified four main areas related to the practicum research: 1) the structure and evaluation, 2) reflective identity formation, 3) professional development, and 4) application to classes. The most significant contributors were the United States, Australia, and Canada, while the growing presence of publications from non-Western contexts suggests a continuously spreading trend of global involvement in practicum research. The findings are significant and relevant to guide research-based policy making and teacher educator efforts to enhance the quality and effectiveness of practicum courses in teacher education.

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Systematic Review

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A Bibliometric Analysis of Practicum Research in Preservice Teacher Education: Trends, Themes, and Future Directions (2006–2024)

It is fundamental for language teachers to assess their students&rsquo; performance. Therefore, they should be familiar with various forms of assessments because teaching and assessing languages are closely related and have a great deal to do with one another. This study examined EFL preservice teachers&rsquo; perceptions of assessment literacy at a medium-sized university in South Korea, employing a survey questionnaire of self-perceived language assessment. The survey results reveal significant variability in the confidence levels of EFL preservice teachers across six domains of assessment literacy, with the highest confidence in preventing cheating and the lowest in constructing tests for advanced learners. Challenges in communicating assessment results, particularly with parents, indicate a need for professional development in communication strategies. While ethical practices and digital assessment literacy show strong commitment and proficiency, areas like avoiding "teaching to the test" and designing online tests require further training to ensure comprehensive assessment capabilities. Such an investigation in this study will assist in spreading the significance of assessment literacy and its results on teaching and learning. The implication of the study is expected to improve the policies and practices in the field of education.

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Original Research 

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The Exploration of EFL Preservice Teachers’ Self-Perceived Importance of Assessment Literacy

Electronic service (e-service) learning has considerable potential to promote engagement and interactions between people by liberating spatial constraints. Due to the pandemic situation, ordinary face-to-face service learning was impossible, but there was an urgent need to support adolescent English learners in communities. In accordance with the community needs, this phenomenological study explored Korean EFL preservice teachers’ experiences and perceptions of e-service learning, focusing on the collaborative nature of learning. Based on this, we collected data from multiple sources (i.e., interviews, reflective reports, and artifacts) from 23 Korean preservice teachers majoring in English language education and conducted interviews with six teachers. The qualitative analysis of these data reveals that the Korean EFL preservice teachers seem to see four essential benefits and strengths of e-service learning: (1) the construction of their teacher identity, (2) the development of teaching-related skills, (3) the fulfillment of EFL learner needs, and (4) a social impact. They also addressed several challenges of e-service learning. Findings provide EFL teacher educators and researchers with valuable insights into e-service learning as part of teacher education.

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Preservice Teachers’ Experiences with E-service Learning for Middle School Students in South Korea

While acknowledging the significant impact of Assessment for Learning (hereinafter referred to as AfL) on student learning, the specific factors that either support or impede its integration into daily classroom practices remain unclear in Asian EFL context. To address this gap, a comprehensive review was undertaken for the purpose of determining the AfL strategies applied in existing literature and the key factors that influence the effective implementation of AfL within particular contexts. This research synthesis summarized clarification and instruction of learning intentions and goals, teachers’ feedback, peer assessment and self-assessment as main AfL strategies applied in Asian EFL classrooms and detected several key elements concerning teachers, students, assessments, and the overall context that influence the effect of the implementation of AfL. By shedding light on these various aspects, this systematic research synthesis contributes to a more comprehensive understanding of the theoretical and practical considerations involved in the implementation of AfL.

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Exploring the Implementation of Assessment for Learning in the Asian EFL Context: A Systematic Research Synthesis

This study investigated preservice teachers’ perspectives on flipped learning approaches in the EFL context in Korea. Fifteen preservice teachers agreed to participate in this study. Major data sources were focus group and interviews. These sources were audio-recorded and transcribed verbatim. Then, the transcripts were interpreted and analyzed through thematic analysis to explore individuals’ thoughts and opinions in depth. Findings revealed that the participants had positive thoughts and attitudes toward flipped learning. They thought that flipped learning increased their autonomy and self-regulation. The participants also addressed several benefits and shortcomings of flipped learning. Implications of research and pedagogy are discussed in the final section of this study.

Korean Preservice Teachers’ Perspectives on Flipped Learning in the EFL Context

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