Language Testing

Papers
(The TQCC of Language Testing is 5. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)
ArticleCitations
Implementation of an accommodations policy for candidates with diverse needs in a large-scale testing system24
The typology of second language listening constructs: A systematic review24
Reading is a multidimensional construct at child-L2-English-literacy onset, but comprises fewer dimensions over time: Evidence from multidimensional IRT analysis16
Book Reviews: Reconsidering Context in Language Assessment: Transdisciplinary Perspectives, Social Theories, and Validity J. Fox and N. Artemeva16
Hong Kong secondary students’ perspectives on selecting test difficulty level and learner washback: Effects of a graded approach to assessment14
But who trains the language teacher educator who trains the language teacher? An empirical investigation of Chilean EFL teacher educators’ language assessment literacy14
Measuring the development of general language skills in English as a foreign language—Longitudinal invariance of the C-test14
Can language test providers do more to support Open Science? A response to Winke14
Fairness of using different English accents: The effect of shared L1s in listening tasks of the Duolingo English test14
Critical language assessment literacy of EFL teachers: Scale construction and validation13
Book Review: The Routledge Handbook of Language Testing13
Book review: Learning-Oriented Language Assessment: Putting Theory into Practice12
Book review: Technology-Assisted Language Assessment in Diverse Contexts: Lessons from the Transition to Online Testing During Covid-1911
Development of the American Sign Language Fingerspelling and Numbers Comprehension Test (ASL FaN-CT)10
Book Review: Reflecting on the Common European Framework of Reference for Languages and its companion volume10
Sharing, collaborating, and building trust: How Open Science advances language testing9
A Global South perspective on Open Science in language assessment: A response to Winke9
The distribution of cognates and their impact on response accuracy in the EIKEN tests9
Forty years of Language Testing, and the changing paths of publishing8
Administration, labor, and love8
Measuring bilingual language dominance: An examination of the reliability of the Bilingual Language Profile8
Exploring the optimal thresholds of silent pauses for measuring second language utterance fluency in monologic and dialogic speaking8
Book review: From assessment to feedback by Inez De Florio7
Making each point count: Revising a local adaptation of the Jacobs et al.’s (1981) ESL COMPOSITION PROFILE rubric7
Developing internet-based Tests of Aptitude for Language Learning (TALL): An open research endeavour7
Book Review: Assessing Speaking in Context—Expanding the Construct and its Applications7
Critical discursive approaches to evaluating policy-driven testing: Social impact as a target for validation7
Test review: High-stakes English language proficiency tests—Enquiry, resit, and retake policies6
IRT-based classification analysis of an English language reading proficiency subtest6
Korean Syntactic Complexity Analyzer (KOSCA): An NLP application for the analysis of syntactic complexity in second language production6
Test Review: The International English Language Testing System (IELTS)6
Open Science should be welcomed by test providers but grounded in pragmatic caution: A response to Winke5
Aptis test review5
The moderating role of L2 proficiency in the predictive power of L1 fluency on L2 utterance fluency5
Roles of working memory, syllogistic inferencing ability, and linguistic knowledge on second language listening comprehension for passages of different lengths5
Towards more valid scoring criteria for integrated reading-writing and listening-writing summary tasks5
Review of the Canadian English Language Proficiency Index Program (CELPIP)5
Test score validity periods for high-stakes language tests: Applications in higher education and medical sectors5
Construct validity and fairness of an operational listening test with World Englishes5
Assessing speaking through multimodal oral presentations: The case of construct underrepresentation in EAP contexts5
Evaluating methodological enhancements to the Yes/No Angoff standard-setting method in language proficiency assessment5
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