Volume 1 - 2010

Volume 2 - 2011

Volume 3 - 2012

Volume 4 - 2013

Volume 5 - 2014

Volume 6 - 2015

Volume 7 - 2016

Volume 8 - 2017

Volume 9 - 2018

Volume 10 - 2019

Volume 11-2020

assessment

Assessing the Communicative Competence of Advanced EFL Students at the Faculty of Education in Hodeidah University

Shameem Ahmad Banani

Teaching and Assessing 21st Century Critical Thinking Skills in Morocco: A Case Study

Ahmed Chouari & Mohssine Nachit

Student Perceptions of the Foundation Programme Assessment in Two Colleges in Oman

Fatma Al Hajri

Assessing EFL Undergraduates in Communicative Language Teaching Classroom

George Mathew Nalliveettil

Assessing English Syntactic Structures Experienced by Sudanese Female Students at Secondary Schools, (2013-2014)

Omer Elsheikh Hago

Issues and Challenges of E-Portfolio in Micro Teaching Class: Students’ Perspectives

Sarlita Dewi Matra & Dwi Rukmini

Human versus Automated Essay Scoring: A Critical Review

Beata Lewis Sevcikova

Using the Rasch Model for the Affective Assessment of EFL Learners

Siti Mariam , Mursid Saleh , Warsono & Januarius Mujiyanto

Correlation between Self-Efficacy Perception and Teaching Performance: The Case of Mexican Preschool and Primary School Teachers

Michaela Cocca, Armando Cocca, Elizabeth Alvarado Martínez & María Guadalupe Rodríguez Bulnes

Iraqi EFL Teachers’ Assessment Literacy: Perceptions and Practices

Fryad Hama Najib Muhammad & Mehmet BARDAKÇI

Predicting Foundation Year Students’ Performance on International Proficiency Tests

Ahmed Shaker Al Kilabi, PhD, and Laila Zahir Al-Salmi

Translation Quality Assessment: A Perspective on Pedagogy

Said M. Shiyab

Teaching and Testing English in the Algerian Educational System

Othmane Meriem & Naima Bouyakoub

Volume 1 - 2010

Volume 2 - 2011

Volume 3 - 2012

Volume 4 - 2013

Volume 5 - 2014

Volume 6 - 2015

Volume 7 - 2016

Volume 8 - 2017

Volume 9 - 2018

Volume 10 - 2019

Volume 11-2020

assessment

Assessing the Communicative Competence of Advanced EFL Students at the Faculty of Education in Hodeidah University

Teaching and Assessing 21st Century Critical Thinking Skills in Morocco: A Case Study

Student Perceptions of the Foundation Programme Assessment in Two Colleges in Oman

Assessing EFL Undergraduates in Communicative Language Teaching Classroom

Assessing English Syntactic Structures Experienced by Sudanese Female Students at Secondary Schools, (2013-2014)

Issues and Challenges of E-Portfolio in Micro Teaching Class: Students’ Perspectives

Human versus Automated Essay Scoring: A Critical Review

Using the Rasch Model for the Affective Assessment of EFL Learners

Correlation between Self-Efficacy Perception and Teaching Performance: The Case of Mexican Preschool and Primary School Teachers

Iraqi EFL Teachers’ Assessment Literacy: Perceptions and Practices

Predicting Foundation Year Students’ Performance on International Proficiency Tests

Translation Quality Assessment: A Perspective on Pedagogy

Teaching and Testing English in the Algerian Educational System

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