Assessment Principles of English as a Lingua Franca - Their Realization in Low-Stakes Local English Tests in Iran

Aug 30, 2026

Research examines how English as a Lingua Franca (ELF) assessment principles are realized in local, low-stakes English tests for non-native speakers used in Iranian language institutes. A qualitative content analysis investigates 60 local tests by breaking them into domains, dimensions, and rating rubrics to evaluate alignment with ELF principles. Findings show partial correspondence, while local communicative context, intercultural competence, and linguistic diversity are frequently neglected. Writing and reading do not fully reflect ELF, and listening and speaking reveal biases toward native English varieties. Results support embedding ELF principles in test construction, broadening assessment scope, and using locally relevant tasks to achieve more equitable, context-sensitive proficiency assessment that values linguistic diversity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Review of Literature

ELF-Informed Assessment

Tabaran Institute of Higher Education International Journal of Language Testing Vol. 14, No. 2; 2024 October ISSN 2476-5880 [https://www.ijlt.ir](https://www.ijlt.ir) | Assessment Principles of English as a Lingua Franca: Their Realization in Low-Stakes Local English Tests in Iran
Zari Saeedi 1 *, Zia Tajeddin2, Fereshteh Tadayon3
| | | | --- | --- | --- | | ARTICLE INFO | | ABSTRACT | | Article History:
Received: September 2023
Accepted: November 2023 | |
This research paper delved into the critical issue of applying English as a Lingua Franca (ELF) assessment principles in local English language tests used for non-native English speakers in Iranian language institutes. A qualitative content analysis was made on 60 local tests, dissecting them into domains, dimensions, and rating rubrics to scrutinize their alignment with ELF | | | | | |
Keywords:
English as a Lingua Franca;
Language testing;
Local English tests; Low-stakes tests | |
assessment principles. The study unveiled that despite some alignment with ELF assessment principles, key aspects like local communicative context, intercultural competence, and linguistic diversity are often overlooked. In particular, writing and reading tests failed to fully reflect these principles, and listening and speaking assessments showed biases towards native English varieties. The study provides crucial insights for test developers to foster a more nuanced and accurate assessment of non-native English speakers' abilities. Moreover, it highlights the need to embed ELF principles into test construction, argues for broader assessment scopes and a focus on locally relevant tasks, and contributes to more equitable and contextually relevant English language proficiency tests by emphasizing linguistic diversity in assessment frameworks. | 1. Introduction In the past decade, there has been a growing interest in English as a Lingua Franca (ELF) and its significance for language assessment. (Elder & Davis, 2006; Jenkins & Leung, 2017; Shohamy, 2018) . This interest extends beyond the representation of nonnative language varieties and encompasses the diverse sociolinguistic realities of language users from different linguacultural backgrounds (e.g., Harding & McNamara, 2018; Jenkins & Leung, 2019) . It has profoundly challenged the traditional notion of nativeness and argued for the recognition of variable language use in contexts where established norms and testing practices do not tend to be homogeneous, monolingual, and native-like (e.g., Brown, 2019; Hu, 2012, 2017; Isaacs & Rose, 2021; Jenkins, 2020; Leung, 2022; McNamara, 2011; Shohamy, 2018) . However, the persistence of examination boards’ reliance on normative benchmarks, rooted in traditional models of communicative language ability, hinders the full integration of ELF awareness in assessment. Leung (2022) cogently argues that the rationale for perpetuating a specific mode of language use promoted by NESs is untenable. Furthermore, assuming that British or American English unilaterally fosters international understanding oversimplifies the intricate interplay 1 Associate Professor of Applied Linguistics, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran, [saeedi.za@gmail.com](saeedi.za@gmail.com) 2 Professor of Applied Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran, [tajeddinz@modares.ac.ir](tajeddinz@modares.ac.ir) ; [zia_tajeddin@yahoo.com](zia_tajeddin@yahoo.com) 3 PhD Candidate of TEFL, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran, [tadayonfereshteh@yahoo.com](tadayonfereshteh@yahoo.com) Cite this paper as: Saeedi, Z., Tajeddin, Z., & Tadayon, F. (2024). Assessment principles of English as a Lingua Franca: Their realization in low-stakes local English tests in Iran. International Journal of Language Testing, 14(2), 39–56. [https://](https://doi.org/

FAQs

How does the study evaluate ELF assessment principles in Iranian local tests?

It applies qualitative content analysis to 60 local tests, dissecting them into domains, dimensions, and rating rubrics to check alignment with ELF principles.

What gaps were found between ELF principles and the analyzed test features?

Key aspects such as local communicative context, intercultural competence, and linguistic diversity are often overlooked, especially in writing and reading, while listening and speaking show bias toward native English varieties.

What practical implications does the study propose for test developers?

Test developers should embed ELF principles in test construction, broaden assessment scope, and focus on locally relevant tasks to support fair and contextually accurate evaluation of non-native English users.

Aug 30, 2026

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