The comprehensive volume brings together cutting-edge research and practical insights on language testing, assessment, and evaluation across West and South Asia. Featuring voices in India, Iran, Nepal, Pakistan, and Sri Lanka, the book offers a rich blend of theory, case studies, and classroom-based evidencehighlighting innovative practices that shape one of the worlds most linguistically and culturally diverse regions. The book is structured into five thematic sections and provides logical progression from foundational concepts to innovative applications. It explores vital themes ranging from assessment policy and teacher training to digital innovations and AI-enhanced assessment frameworks.
An essential resource for researchers, educators, administrators, and policymakers, this volume provides actionable strategies for improving English language testing in West and South Asias multilingual and evolving educational landscape.
Chapter 1: Testing, Assessment and Evaluation in English Language
Education: Voices from West and South Asia.
Chapter 2: I went through a
range of emotions when I took my IELTS exam: A Qualitative Inquiry into
Iranian Test-Takers Emotionality.
Chapter 3: The Impact of Assessment
Literacy of Teachers in Designing Test Items in English as a Second Language
Classroom in Sri Lanka.
Chapter 4: Navigating Teacher Assessment Identity
Landscape: A Journey Through Teacher Experience.
Chapter 5: Developing
English Teachers Writing Assessment Literacy through Professional
Development: A Case Study.
Chapter 6: Engagement in Structured Reflective
Practices as a Catalyst for Iranian EFL Teachers' Perceptions of Language
Assessment Literacy.
Chapter 7: EFL Teachers Speaking Assessment Literacy:
Strategy Development, Challenges, and Needs in Focus.
Chapter 8: Mapping
Task Sequencing, Anxiety and Enjoyment in Assignment-based Writing
Assessment.
Chapter 9: Assessing Young English Language Learners in
Instructional Settings in Iran.
Chapter 10: The Emotional Toll of Language
Policy and Assessment Planning on Nepali English Language Teachers.
Chapter
11: Testing, Assessment, and Evaluation Practices in Pakistani HEIs: English
Language Teachers Insights and Perspectives.
Chapter 12: Monitoring
Emotional Labor and Assessment Practices: The Effects of Sociocultural
Setting on Iranian English Language Teachers.
Chapter 13: Exploring
Inclusive Assessment Policies and Practices for Visually Impaired Students at
a Pakistani HEI.
Chapter 14: Classroom Assessment Fairness in Iranian EFL
Context: A Meta-Analysis.
Chapter 15: Assessment of Language Aptitude of
Pakistani University Students Towards Learning the Chinese and Turkish
Languages.
Chapter 16: An Evaluation of the Implementation of School Based
Assessments in English Language Teaching in Sri Lanka.
Chapter 17: Examining
Self-assessment in Teacher Education: A Case Study of Pre-service English
Teachers in an Iranian University Context.
Chapter 18: Experience Matters? A
Comparative Study of Novice and Veteran EFL Teachers Views on Student
Self-Assessment.
Chapter 19: Assignment Component in Continuous Internal
Assessment: Challenges and Remedies.
Chapter 20: Assessing the Outcomes of
Critical Thinking Skills Instruction at Pakistani Undergraduate Engineering
Programs.
Chapter 21: Promoting Oracy Assessment Among Young English
Language Learners in Asian Countries: A Key to Successful Language Learning.-
Chapter 22: Dynamic Assessment of EFL Learners Writing: Revealing Hidden
Developmental Differences.
Chapter 23: Vocabulary Knowledge and Task Types
in a Sample of IELTS Reading Subtest.
Chapter 24: Role of AI in Reviewing
Writing Assessment in India.
Chapter 25: Evaluating the efficiency of AI
versus Human Assessment for Writing evaluation in Higher Education
institutions in Pakistan.
Chapter 26: Digital Transformation in English
Education: Exploring Online Assessment Strategies in Pakistan.
Chapter 27:
Emotional dynamics in Technology Integration: A Deep Dive into the
Experiences of EFL Teachers.
Chapter 28: AI-Based Language Assessment in
Low-Resourced Settings: Iranian Teachers Practices, Challenges, and
Solutions.
Chapter 29: Emerging patterns and evolving perspectives in
language assessment.
Naziha Ali Raza has a Professional Doctorate (EdD) in TESOL from the University of Exeter and is a Senior Learning and Development Consultant at the General Civil Aviation Authority in Dubai, UAE. She has publlished work on CPD, teacher research, assessment and translingual pedagogy. Her last co-edited volume is English Language Teaching in Pakistan (Springer Nature, 2022) and her professional interests include teacher development, translingual pedagogy, program evaluation and training policy development. Naziha has served as the President of TESOL Arabia, now TESOL Conferences (2016); as a member of the TESOL International Associations Affiliate Network Professional Council (2016-19) and the Nominating Committee (2020-21). She is now in the leadership committee of TESOL International Associations Global Education Professional Network. Since 2010, Naziha has facillitated outreach teacher development in rural Pakistan as part of her commnity development intitiatives. She founded the Extensive Reading Foundation Pakistan (2010) and reaches out to teachers through her YouTube channel.
Christine Coombe has a Ph.D in Foreign/Second Language Education from The Ohio State University and is an Associate Professor at the Higher Colleges of Technology in Dubai. Christine has co-authored/edited 60+ volumes on assessment/testing, research, teacher effectiveness, leadership and task-based teaching and learning. Dr Coombe served as TESOL International Association President (2011-2012) and as a member of the Board of Directors (2005-2007; 2010-2013). Christine received the British Councils International Assessment Award for 2013. Her most recent honors were being named to TESOLs 50@50 which recognizes professionals who have made significant contributions to the TESOL profession within the past 50 years. In 2018 she received the Alatis Award for exemplary service to TESOL. She was named to the US Department of States 30@30 list which recognizes the top 30 English Language Specialists over the past 30 years. Most recently, Christine was elected to serve on the Board of Trustees of TIRF and is now Immediate Past President of the English Language Testing Society.
Tanzeela Anbreen is a researcher and educator in the field of language testing and assessment, with a particular focus on multilingual contexts in South Asia. She holds a PhD in Applied Linguistics from the University of Bedfordshire, UK, where her doctoral research investigated L2 writers revisions in academic English writing using keystroke logging. She has taught at six UK universities and has supervised postgraduate research, including language assessment, academic literacy, and corpus-based analysis. Her research interests span academic writing assessment, digital literacies, corpus linguistics, and the sociopolitical dimensions of testing in postcolonial contexts. She has been involved in British Council-funded projects and is currently working on studies exploring assessment fairness, metadiscourse in speaking tests, and language assessment literacy. In addition to her teaching and research in the UK, she actively collaborates with higher education institutions worldwide, including those in Vietnam, Sri Lanka, Pakistan, Nepal, Egypt, the Maldives, Oman, Myanmar, Jordan, China, Hong Kong, and Trinidad and Tobago.
