Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K‑12 settings. AI and Ethics, 2, 431-440 https://doi.org/10.1007/s43681-021-00096-7
Andujar, A., & Spratt, M. (2023). Using AI to support CLIL teacher language. Journal of Research in Applied Linguistics, 14(2), 7-19. https://doi.org/10.22055/rals.2023.45267.3177
Assunção Flores, M. (2016). Teacher education curriculum. In J. Loughran, & M. L. Hamilton (Eds). International Handbook of Teacher Education (Vol. 1, pp. 187-231). Springer.
Baker, B. A., & Riches, C. (2018). The development of EFL examinations in Haiti: Collaboration and language assessment literacy development. Language Testing, 35(4), 557-581. https://doi.org/10.1177/02655322177167
Bannister, P. (2024). English medium instruction educator language assessment literacy and the test of generative AI in online higher education. Journal of Research in Applied Linguistics, 15(2), 55-72. https://doi.org/10.22055/rals.2024.45862.3214
Barnes-Hawkins, C. (2016). English language learners’ perspectives of the communicative language approach. [Unpublished Doctoral Dissertation]. Walden University, Minnesota, US.
Berry, V., Sheehan, S., & Munro, S. (2017). Exploring teachers’ language assessment literacy: A social constructivist approach to understanding effective practices. In E. G. Eugenio (Ed.), Learning and assessment: Making the connections (pp. 201-207). Cambridge.
Borge, N. (2016). White paper – Artificial Intelligence to Improve Education/Learning Challenges. International Journal of Advanced Engineering & Innovative Technology, 2(6), 10-13. https://doi.org/10.32595/iirjet.org/v2i2.2016.29
Christodoulou, A., & Angeli, C. (2022). Adaptive learning techniques for a personalized educational software in developing teachers’ technological pedagogical content knowledge. Frontiers in Education, 7, 789397. https://doi.org/10.3389/feduc.2022.789397
Coombe, C., Vafadar, H., & Mohebbi, H. (2020). Language assessment literacy: What do we need to learn, unlearn, and relearn? Language Testing in Asia, 10(3), 1-16. https://doi.org/10.1186/s40468-020-00101-6
Delgado, J. Z., & Rodriguez, C. (2022). Language assessment literacy of language teachers in the context of adult education in Spain. Studies in Language Assessment, 11(1), 64-91. https://doi.org/10.58379/RRDV2344
Demartini, C.G., Sciascia, L., Bosso, A., & Manuri, F. (2024). Artificial intelligence bringing improvements to adaptive learning in education: A case study. Sustainability, 16, 1347. https://doi.org/10.3390/su16031347
Díez-Arcón, P., & Martin-Monje, E. (2023). Language Teacher development in computer-mediated collaborative work and digital peer assessment: An innovative proposal. Journal of Research in Applied Linguistics, 4(2), 40-54. https://doi.org/10.22055/RALS.2023.44054.3080
Firoozi, T., Razavipour, K., & Ahmadi, A. (2019). The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies. Language Testing in Asia, 9(2), 1-14. https://doi.org/10.1186/s40468-019-0078-7
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. https://doi.org/10.1080/15434303.2011.642041
Gore, J., Rosser, B., Jaremus, F., Miller, A., & Harris, J. (2023). Fresh evidence on the relationship between years of experience and teaching quality. The Australian Educational Researcher, 51(2), 547-570. https://doi.org/10.1007/s13384-023-00612-0
Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190
Harding, L., & Kremmel, B. (2016). Teacher assessment literacy and professional development. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 413-427). De Gruyter
Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers in Education, 1,100001. https://doi.org/10.1016/j.caeai.2020.100001
Jaeger, G. J. (2016). Preparations for the new: Reaching and teaching creativity with adaptive technologies. Educational Technology, 56(6), 24-31. http://www.jstor.org/stable/44430504
Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing, 30(3), 345-362. https://doi.org/10.1177/0265532213480334
Jin, Y., & Fan, J. (2023). Test-taker engagement in AI technology-mediated language assessment. Language Assessment Quarterly, 20(4-5), 488-500. https://doi.org/10.1080/15434303.2023.2291731
Khodashenas, M. R., Khodabakhshzade, H., Baghaei, P., & Motallebzade, K. (2022). EFL teachers assessment literacy needs inventory: A case of Fulcher’s assessment literacy framework. Issues in Language Teaching, 11(1), 131-156. https://doi.org/10.22054/ilt.2022.63731.639
Khosravi, H., Sadiq, S., & Gasevic, D. (2020). Development and adoption of an adaptive learning system reflections and lessons learned. In Proceedings of the 51st ACM technical symposium on computer science education (pp. 58–64). Portland, OR. https://doi.org/10.1145/3328778.3366900
Khosravi, H., Shum, S. B., Chen, G., Conati, C., Tsai, Y. S., Kay, J., Knight, S., Martinez-Maldonado, R., Sadiq, S., & Gašević, D. (2022). Explainable artificial intelligence in education. Computers and Education: Artificial Intelligence, 3, 100074. https://doi.org/10.1016/j.caeai.2022.100074
Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the Language Assessment Literacy Survey. Language Assessment Quarterly, 17(1), 100-120. https://doi.org/10.1080/15434303.2019.1674855
Ladd, H. F., & Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy, 12(2), 241-279. https://doi.org/10.1162/EDFPa_00194
Larenas S. V., & Brunfaut T. (2023). But who trains the language teacher educator who trains the language teacher? An empirical investigation of Chilean EFL teacher educators’ language assessment literacy. Language Testing, 40(3), 463-492. https://doi.org/10.1177/02655322221134218
Lee, S. W. (2016). Pulling back the curtain: The relationship between teacher quality and students’ educational outcomes [Unpublished Doctoral Dissertation]. University of Wisconsin-Madison, US.
Manasia, L., Ianos, M. G., & Chicioreanu, T. D. (2019). Pre-service teacher preparedness for fostering education for sustainable development: An empirical analysis of central dimensions of teaching readiness. Sustainability, 12, 166. https://doi.org/10.3390/su1201016
Mansouri, B., Molana, K., & Nazari, M. (2021). The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies. System, 103, 102674. https://doi.org/10.1016/j.system.2021.102674
Marandi, S., Janatifar, M., & Nafisi, Z. (2021). Using virtual learning teams (VLTs) to enhance EFL teachers’ language assessment literacy (LAL). Foreign Language Research Journal, 11(3), 571-604. https://doi.org/10.22059/JFLR.2021.332638.904
Peng, H., Ma, S., & Spector, J. M. (2019). Personalized adaptive learning: An emerging pedagogical approach enabled by a smart learning environment. Smart Learning Environment, 6, 9. https://doi.org/10.1186/s40561-019-0089-y
Penn, J. (2020). Inventing Intelligence: On the history of complex information processing and artificial intelligence in the United States in the mid-twentieth century [Unpublished Doctoral Dissertation]. Apollo - University of Cambridge Repository, England. https://doi.org/10.17863/CAM.63087
Perrotta, C., & Selwyn, N. (2020). Deep learning goes to school: Toward a relational understanding of AI in education. Learning, Media and Technology, 45(3), 251-269. https://doi.org/10.1080/17439884.2020.1686017
Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381-402. https://doi.org/10.1177/0265532213480337
Razavipour, K. (2014). Assessing assessment literacy: Insights from a high-stakes test. Journal of Research in Applied Linguistics, 4(1), 111-131.
Riazi, A. M., & Candlin, C. N. (2014). Mixed-methods research in language teaching and learning: Opportunities, issues and challenges. Language Teaching, 47(2), 135-173. https://doi.org/10.1017/S0261444813000505
Romero, C., & Ventura, S. (2020). Educational data mining and learning analytics: An updated survey. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 10(3), e1355. https://doi.org/10.1002/widm.1355
Salas-Pilco, S. Z., Xiao, K., & Hu, X. (2022). Artificial intelligence and learning analytics in teacher education: A systematic review. Education Sciences, 12, 569. https://doi.org/10.3390/educsci12080569
Schmid, R., & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students? Computers and Education, 136, 75-86. https://doi.org/10.1016/j.compedu.2019.03.006
Schmidhuber, J. (2015). Deep learning in neural networks: An overview. Neural Networks, 61(117), 85-117. https://doi.org/10.1016/j.neunet.2014.09.003
Schmidt, T., & Strasser, T. (2022). Artificial intelligence in foreign language learning and teaching: A call for intelligent practice. Anglistik: International Journal of English Studies, 33(1), 165-184. https://doi.org/10.33675/ANGL/2022/1/14
Seo, K., Tang, J., Roll, I., Fells, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18(54), 1-23. https://doi.org/10.1186/s41239-021-00292-9
Tammets, K., & Ley, T. (2023). Integrating AI tools in teacher professional learning: A conceptual model and illustrative case. Frontiers in Artificial Intelligence, 6, 1255089. https://doi.org/10.3389/frai.2023.1255089
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403-412. https://doi.org/10.1177/0265532213480338
Tsai, F.-H., Tsai, C.-C., & Lin, K.-Y. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81, 259-269. https://doi.org/10.1016/j.compedu.2014.10.013
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402. https://doi.org/10.1080/15434303.2014.960046
Voss, E., Cushing, S. T., Ockey, G. J., & Yan, X. (2023). The use of assistive technologies including generative I by test takers in language assessment: A debate of theory and practice. Language Assessment Quarterly, 20(4-5), 520-532. https://doi.org/10.1080/15434303.2023.2288256
Walkington, C., & Bernacki, M. L. (2020). Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions. Journal of Research on Technology in Education, 52, 235-252. https://doi.org/10.1080/15391523.2020.1747757
Wang, L., Lai, M., & Lo, L.N. (2014). Teacher professionalism under the recent reform of performance pay in Mainland China. Prospects, 44, 429-443. https://doi.org/10.1007/s11125-014-9315-0
Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Weng, F., & Shen, B. (2022). Language assessment literacy of teachers. Frontiers in Psychology, 13, 864582. https://doi.org/10.3389/fpsyg.2022.864582
Wicking, P. (2022). Learning-oriented assessment in an international virtual exchange. In S. Hilliker (Ed.). Second language teaching and learning through virtual exchange (pp. 9-33). Walter de Gruyter GmbH.
Xi., X. (2023). Advancing language assessment with AI and ML-leaning into AI is inevitable, but can theory keep up? Language Assessment Quarterly, 20(4-5), 357-376. https://doi.org/10.1080/15434303.2023.2291488
Xie, H., Chu, H. C., Hwang, G. J., & Wang, C. C. (2019). Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017. Computers and. Education, 140, 103599. https://doi.org/10.1016/j.compedu.2019.103599
Xu, Y., & Brown, G.T.L. (2016). Teacher assessment literacy in practice: Reconceptualization. Teaching and Teacher Education, 58, 149-162. https://doi.org/10.1016/j.tate.2016.05.010
Yan, X., Zhang, C., & Fan, J. J. (2018). Assessment knowledge is important, but…: How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74, 158-168. https://doi.org/10.1016/j.system.2018.03.003
Yudi Cahyono, B., Ardi, P., Nurak Siwa, Y., Sari, R., & Andria Gestanti, R. (2023). EFL teachers’ technological pedagogical knowledge (TPK) and ecological agency in responding to the differentiated learning policy in Indonesia. Journal of Research in Applied Linguistics, 14(2), 84-100. https://doi.org/10.22055/RALS.2023.44055.3081
Zhong, J., Xie, H., & Wang, F.L. (2019). The research trends in recommender systems for e-learning. Asian Association of Open Universities Journal, 14(1), 12-27. https://doi.org/10.1108/AAOUJ-03-2019-0015
)