Doing Item Reviewing in and Through Interaction: What It Takes to Problematize and Revise a Language Test Item
International Journal of Applied Linguistics (United Kingdom), 2026 (AHCI, SSCI, Scopus)
- Publication Type: Article / Article
- Publication Date: 2026
- Doi Number: 10.1111/ijal.70228
- Journal Name: International Journal of Applied Linguistics (United Kingdom)
- Journal Indexes: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Educational research abstracts (ERA), INSPEC, Linguistic Bibliography, MLA - Modern Language Association Database
- Keywords: conversation analysis, dil sınavı oluşturma, item reviewing, konuşma çözümlemesi, language test construction, madde inceleme, müfredata dayalı dil sınavları, syllabus-based language tests, teacher interaction, öğretmen etkileşimi
- Middle East Technical University Affiliated: Yes
Abstract
This study brings an interactional perspective to item reviewing (IR) as one of the critical language test construction stages by using conversation analysis. Drawing on video recordings of IR sessions in an English preparatory school at the tertiary level, it examines how EFL teachers problematize and revise syllabus-based language test items prepared for their students as they review them in and through interaction with the item writer. The analysis revealed three main phases in the interactions: (1) problematizing the item, (2) revising the item, and (3) reviewing the change. The micro-analysis uncovered recurring interactional practices that led to joint decision-making and contributed to item validation. The most evident interactional practices that shaped the trajectory of IR interactions were account-giving and challenging, suggesting changes, encouraging collaborative work and inquiry, and constructing shared understanding. This study, thus, demonstrates the interactional dynamics of “doing IR” and the close relation between test construction and interaction, providing new insights into IR stage as a social practice with implications for L2 teacher education.