Author Index

A

  • Abbasi, Abbas Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context [Volume 14, Issue 1, 2024, Pages 150-165]
  • Abdullaev, Diyorjon Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]

B

  • Baghaei, Purya Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
  • Boori, Ali Akbar Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]

E

  • Estaji, Masoomeh Expanding Novice and Experienced Iranian EFL Teachers’ Assessment Identity Landscape: Does Online Explicit Instruction Make a Difference? [Volume 14, Issue 1, 2024, Pages 131-149]

F

  • Fitriyah, Ima An Investigation of Written Corrective Feedback in EFL Writing Assessment: How Teachers’ Feedback Practices Meet Students’ Expectations [Volume 14, Issue 1, 2024, Pages 166-184]

G

  • Ghaemi, Hamed Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
  • Ghafoori, Nasser The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]
  • Ghanbari, Nasim Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context [Volume 14, Issue 1, 2024, Pages 150-165]
  • Ghazanfari, Mohammad Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
  • Ghiasvand, Farhad Expanding Novice and Experienced Iranian EFL Teachers’ Assessment Identity Landscape: Does Online Explicit Instruction Make a Difference? [Volume 14, Issue 1, 2024, Pages 131-149]
  • Ghonsooly, Behzad Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
  • Gozali, Imelda An Investigation of Written Corrective Feedback in EFL Writing Assessment: How Teachers’ Feedback Practices Meet Students’ Expectations [Volume 14, Issue 1, 2024, Pages 166-184]

J

  • Jafaripour, Sarallah Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
  • Jamilah, Jamilah Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]

K

  • Kashef, Leyli The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]

M

  • Maknun, Luluil Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]
  • Mehrpouyan, Azadeh The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]
  • Mohammadi, Razieh Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context [Volume 14, Issue 1, 2024, Pages 150-165]

N

  • Ningrum, Ary Setya Budhi An Investigation of Written Corrective Feedback in EFL Writing Assessment: How Teachers’ Feedback Practices Meet Students’ Expectations [Volume 14, Issue 1, 2024, Pages 166-184]

R

S

  • Saeidrezaei Yazd, Farina Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
  • Salehi, Hadi Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
  • Shukhratovna, Djuraeva Laylo Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
  • S. Kalantar, Omid Attaining C1-level Scores in TOEFL iBT: From Challenges to Needs [Volume 14, Issue 1, 2024, Pages 99-113]
  • Souzandehfar, Marzieh New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module [Volume 14, Issue 1, 2024, Pages 34-55]
  • Staroverova, Olga V Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]

T

  • Tabatabaei, Omid Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]

U

V

  • Vahid Dastjerdi, Hossein Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
  • Valizadeh Oghani, Akbar The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]

Z

  • Zamzani, Zamzani Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]