JLARF

About JLARF

Article

It is as certain as gravity that the prevalent pithy and epigrammatic words of ration supporting the conception of most academic journals being put forth by a great many well-known scholars have proven to demonstrate more piquancy than the objective truth underlying the establishment of the academic journals. JLARF, a derivation of LARF establishment and foundation (Language Assessment Research Foundation), was first cogently modeled by professor Esmaeil Bagheridoust in 2023. He later crystallized his insight over the net via jlarf.com in 2024, so as to set the stage for a large number of avid, ardent, and devoted academics, researchers, instructors, students, professors, scholars, and lecturers to publish their studies, stream of thoughts, notions, theories, artistic and academic perceptions and conceptions, and ultimately their exploratory retrospections and introspections in all forms of interactive communication, namely, writings, videoclips, and audio clips. No wonder that such valuable works are the harbinger of the fruitful exchange of the authors’ thoughts and feelings with their prospective readers and critics. Indubitably, JLARF assumes a wide range of audience as reflected in the guidelines for the authors to break the walls of conventionalism. As cohorts of fairness, equity, and justice, we embrace novel topics which are free from nepotism, hence we welcome and publish unbiased, impartial, critical, and open-minded submissions of multidisciplinary fields of study, linguametrics and psychometrics in particular.

Aims and scope

Article

Objectives

The principal purpose of JLARF is manifold so as to contribute the promotion of the argument on language assessment and research issues in terms of macro-concepts and practical situation- specific microconcepts. The terms testing and assessment are used here in their broad sense and they refer to the three major eras of language testing, i.e., Classical Test Score Theory (CTS), Generalizability Theory (G-Theory), and Item response Theory (IRT) as well as the practical aspects to actualize assessment in evaluation settings.  As for the research concept, we refer to both qualitative and quantitative studies. All areas of quantification and number-crunching studies are of special interest of JLARF, however qualitative studies, ranging from ethnographic to phenomenological studies as well as mixed-methods are of priceless values to JLARF.  

Target Audience

JLARF has a broad target audience:

  • Psychologists, psychometricians, linguametricians, test developers, and language educators worldwide,
  • Testing professionals working in EFL/ESL settings,
  • EFL/ESL instructors worldwide,
  • TEFL/TESL instructors worldwide,
  • Professors and students of applied linguistics working in language assessment programs,
  • Researchers and scholars in language schools, colleges, and universities,
  • Language testing organizations and institutions

Because of this broad target audience, JLARF publishes theoretical and applied articles that address new approaches and notions as well as progresses and procedures that reflect innovative suggestions, predictions, and implications.

JLARF Scope

Article

Journal of Language Assessment Research Foundation, a professional, revered, and refereed journal, encourages the submission of previously unpublished articles, notions, perceptions, and article and book reviews on topics of significance to individuals concerned with Language Assessment, Research, and Pedagogy. As a journal that represents a variety of language appraisal interests, JLARF invites manuscripts on the following major areas:

  1. Classical True score theory (CTS) involving Test, Measurement, Evaluation, Reliability, Validity, Practicality, Impact, Item Analysis, CRT and NRT, and Pragmatic and Functional Testing.
  2. Assessment involving Alternative Assessment, Authentic Assessment, Performance-based assessment, Peer-assessment, Convergent Assessment, Divergent Assessment, Portfolio Assessment, Dynamic Assessment, Static Assessment, Interactionist Approach, Interventionist Approach, and Performance-based Assessment.
  3. Generalizability Theory involving Generalizability Coefficients, Test Facet, Item Facet, Nested Facet, and Unidimentionality Assumption.
  4. Item Response Theory involving ICC, Item Information Function (TIF), Test Bias, Item Bias, High-stake decision, Logistic Model, Person Ability in IRT, Item difficulty Calibration, Item Curve Characteristics (ICC), Differential Item Functioning (DIF)and Multidimensional model.
  5. Validity argument involving Validity Evidence, Construct validation, Validity as a unitary concept, Facets of validity, Factor Analysis, Multi-trait multi-method design, SEE, and Regression analysis.
  6. Washback effect, Test Fairness, Justice, Equity, and Ethics in Testing
  7. Item Banking Facility, Item and Person Fit validity measures, and Computer Adaptive Testing (CAT) as well as CALL
  8. Quantitative Studies encompassing Research and Statistics in Education, Experimental and Quasi-Experimental Research Studies, Level of Significance, Type I and Type II Errors, Performance Prediction, Correlation Studies, Regression Analysis studies, Ex Post Facto Designs
  9. Qualitative Studies including Themes of Qualitative Studies (Naturalistic Inquiry, Purposeful and Quota Sampling, Empathic Neutrality, Dynamic Systems, Inductive Analysis, Holistic Perspective, Context Sensitivity, and Reflexivity), and Qualitative Inquiry comprising Auto/Ethnography, Constructionism, Phenomenology, Heuristic Inquiry, Ethnomethodology, Semiotics, Semasiology, Hermeneutics, Ecological Psychology, Chaos Complex Theory, Orientational: Feminist inquiry, Critical Theory, Queer Theory
 

Since JLARF is committed to publishing manuscripts that contribute to bridging theory and practice in language assessment and research perceptions, it particularly welcomes submissions drawing on relevant research areas such as anthropology, applied and theoretical linguistics, Transformative Education, Holistic Education, communication, education, English education [including reading and writing theories], psycholinguistics, psychoanalysis, neurolinguistics, first and second language acquisition, sociolinguistics, and sociology. JLARF prefers that all accepted and published articles be open to all avid individuals who are engrossed in developing their profession knowledge and skills. As an open-source journal, JLARF welcomes submissions from English language contexts all over the world.

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