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The global pandemic caused by COVID-19 has acted as a significant driver for the adoption of online educational practices, including instruction and assessment. Given the urgent need for an alternative to traditional assessment methods during the pandemic, various studies have explored this topic across different contexts to evaluate the impact, advantages, challenges, and learners’ perspectives on online assessment. The current paper presents a systematic review that focuses on online assessment in teaching and learning English as a foreign language (EFL) in higher education. The review summarizes existing findings on the effectiveness of online assessment, student attitudes towards its use, and the challenges of online assessment. The PRISMA model was used for article screening, inclusion, and exclusion. Out of the screened articles, 19 were included in the review process. The findings indicate that online language assessment tools provide significant gains in developing various language skills and offer benefits in terms of speed, adaptability, interactivity, and learner autonomy. Nonetheless, there are notable challenges related to technology, pedagogy, and psychology that need to be addressed. To leverage the advantages of online language assessment, the review suggests approaches that can be used to address the most prominent challenges.

PurposeArtificial intelligence (AI) has recently been integrated into language teaching and assessment, revolutionizing the evaluation of language skills. Therefore, this study aims to explore the perceptions of university English language teachers towards AI-generated grammar assessments. It identifies the differences between AI-generated and human-made tests, reveals the potential benefits and limitations of AI-generated items and proposes practical strategies to overcome these limitations.Design/methodology/approachThe data were collected from 12 experienced English as a Foreign Language (EFL) teachers at Saudi Electronic University, using a mixed-methods approach that comprised a test evaluation checklist and semi-structured interviews. The checklist, adapted from Brown (2004) and Brown (2005), evaluated the test items in terms of validity, reliability, contextuality, involvement and quality.FindingsThe results revealed that the human-made test excelled in validity, contextuality and involvement, while the AI-generated test demonstrated strengths in reliability and clarity. The thematic analysis of the interviews’ responses identified three benefit-related themes: time-saving, question variety and personalization; five challenge-related themes: ambiguity, poor prompts, over-reliance, ethical concerns and errors; and two suggested strategies: monitoring and human editing.Originality/valueWhile using AI has promising potential, its effective implementation in language classrooms requires careful planning. Thus, in light of the findings, the study proposes practical strategies to bring out the strengths of AI while mitigating its limitations.

PurposeThe search for new techniques to teach English nowadays has been more than ever. These techniques have to be interesting and enjoyable in order to lower the anxiety levels of students when learning English (Bakhsh, 2016). That is why many scholars and teachers look forward to integrating technology into language teaching. Social media platforms (SMPs) are among these techniques since millions of people around the world utilize them for daily interaction. Yet, teaching English for specific purposes (ESPs) relies on learners’ needs and employs an eclectic approach in delivering its course content. For this reason, the current study reviewed articles that tackled the topic of teaching or learning ESP from SMPs so as to uncover their effect and the attitude or motivation of learners.Design/methodology/approachThe researchers used the PRISMA flowchart model in order to identify, screen and include articles in the study.FindingsThe results revealed that SMPs are effective in teaching and learning ESP writing, speaking and vocabulary. Yet, the included studies showed that learners’ attitude toward SMPs is positive as they believe that they are motivating and interesting.Research limitations/implicationsSome aspects of social media have turned out to be beneficial in the learning process and they need further investigation from ESP practitioners and scholars.Originality/valueAccording to the study, it is crystal clear that the various social networks and platforms are beneficial and helpful for improving ESP productive skills.

Professional development is an essential part of well-established organizations in today's marketplace. Since English is the language of science nowadays, it is crucial that healthcare providers, especially nurses, become competent English users as it is incorporated in almost every form of professional development (e.g., courses, books, research articles, updated guidelines). In this sense, the principal aim of the study was to measure the perceptions of professional Egyptian nurses regarding the role of English in enhancing the COPA model core competencies in a cardiac context. In this pursuit, the study employed a quantitative exploratory approach as a 30-item questionnaire based on a 5-point Likert scale was constructed and disseminated to professional nurses. 82 participants took part in the study. Data were collected and analyzed using the IBM SPSS program. Results revealed that 1) the English language significantly influences the COPA model nursing core competencies according to perceptions of the participants and 2) English enhances the core competencies through improving nurses' assessment and intervention, communication, critical thinking, human caring and relationships, management, leadership, teaching and knowledge integration into practice and finally 3) male nurses are more aware of the importance of English in improving their core competencies than female nurses. The same applies to experienced nurses.

Administrators may need a basic understanding of English to communicate effectively with all the staff members, parents, and a few students identified as foreigners. Additionally, according to their job descriptions, administrators' required English proficiency depends on their specific roles and responsibilities. This study explores the perceptions of administrative staff in a private school on the impact of learning English for Specific Purposes on their assigned tasks and responsibilities. A qualitative exploratory design was used, where 22 administrative staff in a private school in Cairo, Egypt, shared via unstructured interviews their perceptions of the impact of learning English for Specific Purposes (ESP) on their administrative performance. Thematic analysis of the unstructured interviews showed that the responses of the private school administrative staff could be coded into challenges and proposed solutions to overcome these challenges. Participants, including private school employees, shared real-world challenges they encountered based on their professional experiences. Additionally, they proposed pragmatic solutions to address these dilemmas. Notably, this research diverges from existing studies, which predominantly focus on teaching methodologies, student attitudes, and perceptions of learning and teaching strategies. The findings underscore the need for administrators to actively promote, inspire, and facilitate employees' utilization of English for specific purposes, thereby ensuring future benefits and supporting enhanced performance. Furthermore, institutional policies and leadership principles must evolve to align with the evolving needs of both staff and educational organizations.