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The Covid-19 disease taught us that virtual training and evaluation should be considered together with face-to-face education. Therefore, in this article an attempt has been made to examine the various tools and methods of virtual evaluation of students' learning during the outbreak of contagious diseases. In this research, qualitative research method and grounded theory method were used for data analysis. The research participants were selected by purposeful sampling among the professors of Payam Noor University, Razavi Khorasan province, and after selecting 18 people, saturation was reached. After collecting information by semi-structured interview method, the type and amount of tools were analyzed by entering Max QDA software. In the next step, using available sampling and an open-ended questionnaire, 6 experts in the field of virtual education were asked to state the advantages, disadvantages and solutions of each of the evaluation categories. The findings indicate that virtual evaluation includes 2 main categories; exam and non-exam and 11 subcategories; Formative exam, test , descriptive exam, unique exam, oral exam, self-evaluation, attendance and absence, class presentation, research, rewriting and assignment presentation. The sub-categories of "attendance" and "test " and "research" have the most, and the category of "self-evaluation" and "unique exam" have the least amount of use among professors. In general, the main category "non-exam" is used more than the main category "exam" in professors' evaluations.

English serves as a global bridge language, prompting continuous reforms in programs aimed at achieving proficiency. Among the most sought-after skills are listening and speaking, as people spend significant time engaged in these activities. Despite the correlation between listening and speaking, these skills are taught through distinct courses at the university in Burundi. Moreover, integrating these important language skills through teaching novels is not done there; novels are mostly exploited for their thematic and literary messages. Consequently, students often struggle with listening and speaking. This study aimed at measuring the proficiency level in listening and speaking among university students in Burundi as a result of their past exposure to novels. Besides, it experimented with the Integrative Approach to check if using it in novel teaching can reverse the situation at IPA and ENS in Burundi. Fifty-two students from Burundi Higher Institute of Education and 108 from the Institute of Applied Pedagogy, second year (2022-2023), were used. The sample size was fixed using Krejcie and Morgan’s formula[1]. Selecting students was done randomly. Both the group passed a pretest, then a posttest after a lecture on the novel, Weep Not, Refugee (2014), which also used the Integrative Approach. After marking the tests' sheets, the researcher analysed and compared scores using the SPSS 21. The pretest revealed poor performance across both groups, highlighting the inefficacy of existing methods in enhancing listening and speaking skills through novel. However, posttest scores showed excellent improvement in the experimental group while the control group continued performing poorly which answers the research question, “To what extent does the Integrative Approach improve university EFL students' scores in listening and speaking if it is used in novel teaching?” Therefore, adopting this study’s findings will enhance teaching novels at university in Burundi and sustain proficiency in listening and speaking for a lifelong experience. Keywords: English proficiency, foreign language, integrative method, listening skills, speaking skills [1] n=χ2Np(1-p)e2 N-1+χ2p(1-p) (Singh and Masuku, 2014;Bukhari, 2021)

This mixed-methods study investigated the effect of the Memrise application on Iranian intermediate English as a Foreign Language (EFL) learners’ vocabulary learning and listening comprehension. The study involved 60 participants, with 30 in the experimental group using Memrise and 30 in the control group engaging in traditional textbook-based instruction. The data were collected through pre-tests and post-tests assessing vocabulary learning and listening comprehension, along with semi-structured interviews and classroom observations to capture learners’ experiences. Quantitative data were analyzed using independent samples t-tests, while qualitative data were analyzed via inductive coding with MAXQDA 20. The results showed significant improvements in both vocabulary learning and listening comprehension for the experimental group compared to the control group. Qualitative findings highlighted key features of Memrise, including its user-friendly interface, gamification, and authentic content, while also identifying challenges such as technical issues and limited vocabulary coverage. Learners expressed increased motivation, confidence, and enjoyment in using the app, though frustrations with technical glitches were noted. In addition, classroom observations supported these findings, revealing high levels of engagement and participation throughout the intervention. The study suggests that Memrise can be an effective tool for enhancing vocabulary and listening comprehension in EFL contexts, though technical and content limitations should be addressed for optimal learning experiences.

This quantitative correlational study explored the effects of different types of dynamic assessment on the writing proficiency of Iraqi female EFL learners. Fifty-four upper-intermediate female students, aged 17-25, from the Global English Institute in Baghdad, Iraq, participated in the study. The participants were selected based on their performance in the Oxford Placement Test (OPT) and were subsequently divided into three groups: interactionist experimental, interventionist experimental, and control. The study employed several instruments, including a participation consent form, the OPT, a writing pre-test and post-test, and writing practices administered during the treatment phase. The intervention covered a full semester, with each group receiving tailored instructional strategies. The interactionist group focused on the Dynamic Mediation Process, while the interventionist group employed targeted interventions based on individual needs. The results, analyzed through pre- and post-tests, demonstrated the efficacy of dynamic assessment techniques in enhancing writing skills, suggesting their potential for broader application in EFL contexts.