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Book Review: Practical language testing (2nd ed.), Glenn Fulcher. Routledge (2024). pp. 364. Paperback: $48.99. ISBN 9781032447285 (paperback)
Full text linkThe 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
The Use of Artificial Intelligence Tools in English Academic Writing among University Students: A Scoping Review
Full text linkAs artificial intelligence (AI) use in English academic writing instruction has increased, this scoping review reviews empirical studies in higher education. However, the studies differ in theory use and teaching practice. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) protocol and the Population-Concept-Context (PCC) framework, a systematic Web of Science (WoS) Core Collection search yielded 20 eligible peer-reviewed studies published post-2020. Most studies were carried out in English as a Foreign Language (EFL) contexts, aiming to improve writing performance and learner motivation via AI-assisted tools. Common platforms encompass automated writing assessment systems. Theoretical frameworks were frequently limited to self-efficacy and scaffolding, with scant consideration for cognitive load, sociocultural adaptation, or ethical governance. Methodologically, most studies relied on short-term experimental designs, lacking longitudinal or classroom-based rigor. Future research should employ mixed-methods and longitudinal designs, include diverse learner demographics, and prioritize teacher preparation and ethical AI literacy to guarantee sustainable and equitable implementation
Interaction and CALL: Insights from Thirty Years of Research
Full text linkSince Chapelle’s series of influential articles (1997, 1998, 2001, 2005, 2009), the field of computer-assisted language learning (CALL) has grown markedly, with technology having become an integrated part of learners’ lives and educational experiences (Godwin-Jones, 2022; González-Lloret, 2020). Responding to Chapelle’s call to action to integrate research methods and theories from second language acquisition (SLA) into investigations of technology-mediated language learning, the field has grown and matured, providing a range of insights into how technology might support second language (L2) development. In addition, technologies for language learning and teaching have become increasingly “normalized” (Bax, 2003), with teachers having access to a variety of tools for the L2 classroom, such as internet-based resources or video-conferencing platforms like Zoom (Kessler, 2018). Taking a reflective perspective, this paper reviews key insights from the past thirty years of technology-mediated interaction research, exploring how technologies have improved our understanding of interactional processes as well as how interaction supports the language learning experience in technology-mediated contexts
Rethinking Assessment Practices in English Language Teaching in the Age of Generative Artificial Intelligence
Full text linkThe introduction of Generative Artificial Intelligence (GenAI) has raised several issues in English teaching and assessment such as authorship, academic honesty, and pedagogical appropriateness. Although these tools can be used for feedback, task design, and support, their integration may also result in a number of ethical and instructional challenges. In this sense, this study focuses on how in-service English teachers in Türkiye recognize and respond to GenAI in the context of language assessment. In the study, four frameworks, Teacher Cognition, Language Assessment Literacy, Technological Pedagogical Content Knowledge (TPACK), and Critical Pedagogy, were employed to investigate beliefs, attitudes, and experiences of the participants. Sixteen in-service teachers from different contexts took part in semi-structured interviews. The analysis identified four themes: ethical reasoning and teacher agency, changing conceptions of assessment literacy, technological competence and institutional uncertainty, and equity issues regarding access and student readiness. While participants reported that they used GenAI tools, they also raised some concerns. The participants also stressed lack of clear institutional guidance and training. In addition, the participants reported that they developed alternative assessment practices to reduce AI misuse. This study reveals a teacher-centered, theoretically grounded description of GenAI integration in under-researched educational settings
Stakeholders’ Perspectives on Teaching English as a Global Language
Full text linkEnglish is widely recognized as a global language, transcending its origins in native-speaking countries. However, teaching and learning English face challenges due to the diverse attitudes of the researchers, public, and stakeholders—learners, teachers, and employers—toward concepts such as Standard English and World Englishes (WE). This study examines the perspectives of stakeholders, highlighting the practical and theoretical implications of English as a global language. Data were collected from 66 learners, 29 teachers, and two employers across Uzbekistan, Iran, and international organizations. The findings reveal a strong preference for Standard English among stakeholders despite the growing acknowledgment of linguistic diversity in WE. The study highlights the importance of adopting nuanced approaches to English teaching that respect stakeholders’ preferences while promoting effective global communication
The Employee Suggestion System with an Approach to Reduce Organizational Silence: A Meta-Synthesis Study
Full text linkIn today's complex organizational environments, silence is widely recognized as a critical barrier to innovation, productivity, and effective decision-making. This silence often stems from a fear of negative consequences, a lack of trust in leadership, hierarchical organizational cultures, and the absence of transparent and secure communication channels. Employees who refrain from speaking up may do so to avoid conflict, retaliation, or marginalization, which diminishes feedback loops, creativity, and active engagement within organizations. When strategically designed and well-executed, suggestion systems provide a structured, anonymous, and supportive mechanism for capturing employee voice. These systems play a vital role in disrupting the silence cycle and fostering a culture of participation. This study employed a qualitative meta-synthesis method to review and integrate findings from 35 scientific articles focused on organizational silence and employee suggestion systems. Articles were selected using rigorous screening criteria and assessed through CASP to ensure methodological soundness. The analysis revealed that silence arises due to managerial, individual, and cultural causes. It also highlighted how suggestion systems act not merely as feedback tools, but as strategic enablers of organizational learning and adaptive behavior
Board Gender Diversity, Audit Effort, and Financial Reporting Quality
Full text linkThis study aims to examine the role of board and audit committee gender diversity in audit effort and financial reporting quality. The research follows a quasi-experimental, ex-post-facto design. To test the research hypotheses, financial data from 163 companies listed on the Tehran Stock Exchange between 2012 and 2022 are analyzed using multivariate regression and panel data techniques. The findings reject all four hypotheses. Specifically, the results of the first hypothesis test indicate that the gender composition of the audit committee has a significant negative impact on audit effort, meaning that the presence of women on the audit committee leads to a reduction in auditors' efforts and, consequently, lower audit fees. Testing the second hypothesis test shows that the presence of women in the audit committee reduces the likelihood of selecting larger, higher-quality audit firms for auditing financial reports. This suggests a lack of female participation in auditor selection and negotiation processes. As for the third hypothesis, the findings reveal no significant impact of board gender on obtaining an unqualified audit opinion, as the presence of women on the audit committee does not reduce the likelihood of the company receiving such opinions from auditors. Finally, the results of the fourth hypothesis test show that female members on the audit committee and board of directors have no significant impact on the quality of financial reporting in Iranian companies. 
When Deictics are not just Deictics: Pointing Gestures and Second Language Learning (Omaggio a Jim Lantolf)
Full text linkThis conceptual paper deals with ways in which gesture or embodied utterances create deictic expressions (i.e., deixis) that are relevant to second language teaching and learning. While many gesture types have been found to be material carriers of meaning (McNeill, 1992; Vygotsky, 1986), deictics have the ability and function to create new beginnings or propositions for learning. We review research concerning gesture, Vygotsky’s Sociocultural Theory (SCT), and findings dealing with the function of gesture in second language classrooms. We provide general gesture classifications and definitions and argue that deictics should be understood for their role in creating and unifying time, space, and qualitatively meaningful experiences. We then provide a conceptual understanding for how gesture works within Vygotsky’s (1987) genetic method, the term he used in researching higher forms of mental behavior. We focus on Vygotsky’s genesis as a space-time act and promote the use of deictics as additional mediation that create genesis junctures that initiate opportune moments for second language (L2) learning between teachers and students. Throughout the paper, we acknowledge Jim Lantolf’s work for providing foundational and insightful understandings in viewing L2 learning and teaching through a Vygotskian perspective
From the Sociocultural Theory by Vygotsky to its Didactic Application: A Case Study of German Language Learning in an Italian Context
Full text linkThe aim of this work is to investigate and describe the teaching methods in the field of the German language that emphasize cooperation and interaction, demonstrating how participants in a case study benefit from these approaches, ultimately enhancing their linguistic skills. The initial section of this paper will establish a theoretical framework grounded in Lev Vygotsky’s Sociocultural Theory, which underscores the significance of social interaction in cognitive development. Following this, the paper will detail the transformative changes in foreign language teaching, particularly through the lens of the Common European Framework of References for Foreign Languages (CEFR) and peer-to-peer teaching methodologies. These frameworks foster the progressive development of socio-communicative competencies essential for effective language acquisition. The concluding section will present a case study conducted within an Italian university context, involving ten students. The study adheres to the principles of peer-to-peer learning, facilitating an environment where students actively engage with one another, thereby enriching their educational experience and promoting collaborative skill development. Through qualitative data collection and analysis, this study aims to elucidate the tangible benefits of cooperative learning in mastering the German language, providing insights into best practices for future pedagogical strategies
Developing L2 Chinese Learners’ Conceptual Understanding of the Polysemous Verb Compound Verb-dao
Full text linkChinese vocabulary is characterized by compound words composed of monosyllabic morphemes. Compounds sharing a common lexeme often exhibit polysemous meanings, forming a cognitive semantic network. Systematic instruction on these high-frequency compounds can help learners access their meanings and underlying structure, making learning more predictable. This study applied concept-based instruction (CBI) to teach the polysemous verb compound Verb-dao, using a Schema for Complete Orienting Basis of Action (SCOBA) to visually represent its four core meanings. Conducted with third-semester Chinese students at a Midwestern public university in the United States, the four-week study followed a pre-test, intervention, and post-test design. The intervention included SCOBA instruction, a practice session, and verbalization exercises. A follow-up survey indicated that SCOBA aided students in grasping Verb-dao’s meanings. This study highlights the effectiveness of explicit, systematic vocabulary instruction and shows that visualizing the semantic network of compounds can improve learners' processing and retrieval of these words