Volume 13, Issue 2, 2024
Volume 13, Issue 2, 2024
SPECIAL ISSUE: Rethinking classroom language assessment in the wake of the COVID-19 pandemic
GUEST EDITORS: Matthew E. Poehner & Ofra Inbar-Lourie
Articles
Book Creator as a tool of formative assessment in the TEFL classroom: Emergency remote teaching during wartime
Viktoriia Osidak, Olga Kvasova, Tamara Kavytska & Viktoriia Drobotun, Taras Shevchenko National University of Kyiv
The efficacy of automated feedback on summary content in an online formative assessment module for undergraduate L2 writing instruction in Japan
Yasuyo Sawaki, Waseda University, Yutaka Ishii, Chiba University & Yoko Oi, Seisen University
English teachers’ perceptions of feedback practices under emergency remote teaching conditions: Insights for future use
Toni Mäkipää, University of Helsinki & Anna Soltyska, Ruhr University Bochum
Insights from emergency remote language assessment for a post-pandemic world
Karin Vogt, University of Education Heidelberg & Dina Tsagari, Oslo Metropolitan University
Fostering young students’ writing skill development and self-regulation through Dynamic Assessment feedback during pandemic disruptions
Angelie Ignacio, Eunice Eunhee Jang, Aisha Heywood, Melissa R. Hunte & Han Lai, University of Toronto
Book review
Fundamental Considerations in Technology Mediated Language Assessment (1st ed.)
Reviewed by Taichi Yamashita, Kansai University