Dependability and utility of using e-portfolios in assessing EFL learners’ speaking proficiency

Khodi, Ali; Khezerlou, Hossein; Sahraei, Hassan

doi:10.1080/09588221.2022.2093379

Cited by 5 publications

(2 citation statements)

References 42 publications

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“…The consistency of measurement is a concern that is connected to test usefulness, generalizability, and reliability (Khodi, Khezerlou, & Sahraei, 2022). Given the significance of the test results, the developers of the MSRT examination should strive to fulfill the need for test reliability.…”

Section: Validity and Reliabilitymentioning

confidence: 99%

Test review of Iranian English language proficiency test: MSRT test

Khodi,

Ponniah,

Farrokhi

et al. 2024

Lang Test Asia

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The current article evaluates a national English language proficiency test known as the “MSRT test” which is used to determine the eligibility of candidates for admission to and completion of higher education programs in Iran. Students in all majors take this standardized, high-stake criterion-referenced test to determine if they have obtained the minimum English proficiency level and can be graduated. The present paper seeks to examine the test and its psychometrics characteristics due to the significance of such a high-stakes examination that may have social and long-lasting effects on the participants. It is claimed that the test measures participants’ “knowledge of language” for communication rather than their “knowledge about language” in a constrained context. As a result, the test dimensionality and validity are up for debate. It was found that fundamental revisions in terms of test format and content are required to improve the test quality. The current study examined the areas that are yet unexplored and attempts to describe the MSRT assessment comprehensively.

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Section: Validity and Reliabilitymentioning

confidence: 99%

Test review of Iranian English language proficiency test: MSRT test

Khodi,

Ponniah,

Farrokhi

et al. 2024

Lang Test Asia

Self Cite

View full text Add to dashboard Cite

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“…There are some concerns about the asseesment of flipped learning. Some studies have been done the effect of using e-portfolios on the assessment of EFL learners’ speaking proficiency ( Yastibas and Cepik, 2015 ; Khodi et al, 2022 ). Moreover, it is recommended to have students conduct self-evaluations and to apply peer evaluations to foster changes in students’ attitudes toward learning in flipped learning contexts ( Kim, 2018 ).…”

Section: Conclusion Implication and Suggestions For Further Researchmentioning

confidence: 99%

The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

Pang

2022

Front. Psychol.

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The flipped learning approach with the use of social media as an emerging technology has changed the quality of learning in English as a Foreign Language (EFL) educational contexts. This review probed the effect of the web-based flipped learning approach on learners’ engagement and critical thinking. The earlier studies revealed the significance of social media in developing learner engagement and critical thinking. Studies indicated that the provision of opportunities for more cooperative and collaborative learning activities, and high-quality interaction through the use of social media can be influential in developing learners’ engagement. Moreover, social media platforms can provide a context for feedback, and various types of challenging tasks that can improve EFL learners’ critical thinking. However, this review implicated that social media in flipped learning approach may be beneficial for instructors, learners, teacher educators, curriculum designers, educational policy-makers, and advisors to be aware of this valuable learner-centered approach.

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