Despite their importance, dynamic and diagnostic assessments (DigAs) have received little attention in phycological aspects of foreign language teaching and learning settings; therefore, this study compared the effects of dynamic and diagnostic assessment (DigA) on Afghan EFL learners’ speaking fluency and accuracy (SFA), learning anxiety (LA), and cognitive load (CL). To do so, 90 Afghan EFL learners were recruited and assigned to two experimental groups (EGs), namely a dynamic assessment group (DAG), a DigAG, and a control group (CG). After that, the three groups were pretested on SFA, LA, and CL. Then, one EG was trained based on the DA, and the other EG was taught based on the DigA, while the CG received common speaking instruction. After finishing the instruction, all groups were given the posttests of SFA, LA, and CL to evaluate the impacts of the treatment on their performances. The findings of the one-way ANOVA test divulged that both EGs outflanked the CG on their posttests. In fact, using dynamic and DigA developed EFL learners’ SFA and CL and reduced their LA. Though both EGs outflanked the CG, the DAG had better improvement than the DigAG on their posttests. At the end of the research, some implications were provided, and some suggestions were recommended for the next studies.

Listening and reading skills, which are two of the essential skills in the world of language learning, have established themselves in various academic fields. Many researchers have looked at teaching and developing these two receptive abilities, but less focus has been paid to assessing and testing them. Traditional evaluation has been used to examine learners for a long time, but new teaching methods should introduce new ways to test and assess students. This study attempted to investigate the impact of dynamic assessment (DA) vs. nondynamic assessment (NDA) on Ethiopian intermediate EFL learners’ receptive abilities, which was conceptually grounded by Vygotsky’s (1978) socio-cultural theory (SCT). To this end, 96 intermediate students from a high school participated in this study. Then, they were divided into three equal groups: two experimental groups (EG1 and EG2) and one control group (CG). After administering a pretest, the EG1 and EG2 were taught listening and reading skills through group dynamic assessment, and the control group received traditional instruction. After the treatment, a posttest was administered. The results of one-way ANCOVA revealed that dynamic assessment had significant effects on receptive skills. This study has implications for instructors, students, and material designers in light of the findings. Teachers are encouraged to use DA in their language instruction to help students improve their English language abilities.

Pragmatics, a rarely explored area in language teaching, offers the necessary competencies for an understanding and interpretation of the meaning beyond words. The current study aimed to identify the effectiveness of using advertisements in language teaching to enhance students’ pragmatic language skills by exploring their opinions and observing their progress. A descriptive-analytical research method was implemented and the researcher made use of a questionnaire consisting of 14 items to generate the participants views about the effect of advertising in the Department of Languages and Translation, Northern Border University, Kingdom of Saudi Arabia, to explore the use of advertisements as a tool to enhance the pragmatic language skills of 70 female first-year English as a foreign language student studying language skills. All aspects of this research led us to the usefulness of advertisement in EFL classroom teaching. This study results proved that advertisements can be used as a promising instructional approach with maximum possibilities to enhance the English Language Development and the development of Pragmatic skills. The research recommended paying much attention to the value of advertisement in the teaching and learning process.

Western-trained scholars often come back to their countries of origin with a new set of knowledge, epistemologies, ideologies, language and classroom pedagogical practices. Upon their return and reentering academics at home, they often have to re-engage with the dominant local knowledge shaping English language policy, research, teaching and learning. This process needs more scholarly attention, particularly in language issues in comparative education. Through semi-structured interviews, this qualitative case study paper explores the ways in which two Western-trained Saudi professors re-engage with the English teaching and learning of their university in Saudi Arabia. It argues that the oscillation between (i) a strong desire for belonging to the global knowledge economy and becoming globally competitive, and (ii) a tension of preserving local knowledge and thoughts have led Western-trained Saudi professors to enter into multiple cross-roads, including self-negotiation, self-consciousness, and ambivalent positions throughout their classroom pedagogical practices. The paper concludes with some pedagogical implications and recommendation for further research.

Pragmatics, a rarely explored area in language teaching, offers the necessary competencies for an understanding and interpretation of the meaning beyond words. The current study aimed to identify the effectiveness of using advertisements in language teaching to enhance students’ pragmatic language skills by exploring their opinions and observing their progress. A descriptive-analytical research method was implemented and the researcher made use of a questionnaire consisting of 14 items to generate the participants views about the effect of advertising in the Department of Languages and Translation, Northern Border University, Kingdom of Saudi Arabia, to explore the use of advertisements as a tool to enhance the pragmatic language skills of 70 female first-year English as a foreign language student studying language skills. All aspects of this research led us to the usefulness of advertisement in EFL classroom teaching. This study results proved that advertisements can be used as a promising instructional approach with maximum possibilities to enhance the English Language Development and the development of Pragmatic skills. The research recommended paying much attention to the value of advertisement in the teaching and learning process.