Teachers/instructors have the critical role of bridging teaching and assessment, meaning the more knowledgeable the teachers/instructors are, the more effective the assessment becomes. This results in that language instructors are to integrate various assessment strategies into their teaching to make better decisions about the learners' progress, which highlights the term “assessment literacy.” Besides language instructors' being knowledgeable, what they do in classrooms deserves attention. Language assessment practices are strategies/methods instructors use in classrooms to reach to-the-point and objective evaluations of students' language development. Within this scope, the purpose of the current study is two-fold: first, to investigate the language assessment knowledge of language instructors and, second, to identify their language assessment practices in classrooms. Based on the findings, it is critical to understand not only what language instructors know but also what they do in classes. As a result, the ultimate goal of standardization in language assessment could be attained.

Writing in English may be quite challenging for EFL students. While some of these problems might be about issues like grammar and vocabulary, some of them might stem from the fact that students may not know how to give references and cite sources correctly when they use primary and secondary sources when writing in English. If students do not learn how to cite sources and give references correctly, this deficiency may lead them to plagiarize in their writing. Considering these factors, it is essential to educate students as to how they should give references and cite sources when they are involved in academic writing. Having said that, it is quite important to find out efficient pedagogical approaches to educate students on academic integrity. Hence, the main aim of this study is to go through the related literature to find out pedagogical approaches that could be utilized in EFL writing classrooms to teach students how to cite sources and give references correctly. With the help of the information gained and different pedagogical approaches that may be uncovered, an effective list of approaches and activities can be established to be put into practice in EFL writing classes.