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Assessment tends to be associated with students and learners; however, the term assessment encompasses both teachers and students. To understand the purpose of language assessment instruments, it is key to look for the designers and their preferences. This research aims to characterize 209 assessment instruments created by English teachers. This is a non-experimental and descriptive study that analyzes the types of instruments, the educational level, the language systems and skills, and the type and number of items. Two of the most important findings are related to the preferences Chilean English teachers have towards traditional assessment and the tendency to assess vocabulary and grammar; besides, the participants' preference for tests and fill-in-the gap items.

The induction of new English teachers is not often made the focus of language programs. In many institutions, the orientation experience receives little attention, resulting in work-related stress at the beginning of an instructor's teaching contract. Consequently, not only the quality of teaching is affected but also the teachers' motivation and perception of the program. This research article analyses the results of a case study of an innovation to a new teacher induction in a language program in the city of Cuenca, Ecuador. For this, the case study was based on two-way communication between the administration and the teaching staff through direct feedback, the consideration of language program management principles, as well as the application of a teacher survey after implementation. As a result, the innovation to the induction of new teachers seemed to reduce teachers' job-related stress during the first week of classes, thus helping to create a learning environment where the program, its teachers, and its students benefit as a whole.

The Turkish-English parallel corpus MaCoCu-tr-en 1.0 was built by crawling the ".tr" and ".cy" internet top-level domains in 2021, extending the crawl dynamically to other domains as well. All the crawling process was carried out by the MaCoCu crawler (https://github.com/macocu/MaCoCu-crawler). Websites containing documents in both target languages were identified and processed using the tool Bitextor (https://github.com/bitextor/bitextor). Considerable efforts were devoted into cleaning the extracted text to provide a high-quality parallel corpus. This was achieved by removing boilerplate and near-duplicated paragraphs and documents that are not in one of the targeted languages. Document and segment alignment as implemented in Bitextor were carried out, and BicleanerAI (https://github.com/bitextor/bicleaner-ai) and Bifixer (https://github.com/bitextor/bifixer) were used for fixing, cleaning, and deduplicating the final version of the corpus. While the TXT format consists solely of pairs of source and target segments (one or several sentences), each segment pair in the TMX format is accompanied by the following metadata: - source and target document URL; - quality score as provided by the tool BicleanerAI; - translation direction identification: the source segment in each segment pair was identified by using a probabilistic model; - personal information identification ("biroamer-entities"): segments containing personal information are flagged, so final users of the corpus can decide whether to use these segments; - language variants: the language variant of English (British or American) was identified for every segment pair on document and domain level. Notice and take down: Should you consider that our data contains material that is owned by you and should therefore not be reproduced here, please: (1) Clearly identify yourself, with detailed contact data such as an address, telephone number or email address at which you can be contacted. (2) Clearly identify the copyrighted work claimed to be infringed. (3) Clearly identify the material that is claimed to be infringing and information reasonably sufficient in order to allow us to locate the material. (4) Please write to the contact person for this resource whose email is available in the full item record. We will comply with legitimate requests by removing the affected sources from the next release of the corpus. This action has received funding from the European Union's Connecting Europe Facility 2014-2020 - CEF Telecom, under Grant Agreement No. INEA/CEF/ICT/A2020/2278341. This communication reflects only the author's view. The Agency is not responsible for any use that may be made of the information it contains.

In the present article author examines the problem of development of University student's socio-cultural competence by reading English fictional literature. The place of literature in intercultural communication in the teaching of foreign languages: that it is a source of information about nature, built on the basis of social and cultural realities, and through it they can know alternative cultural norms and at the same time compare their beliefs and attitudes. In addition, it is also source of developing the cognitive and emotional knowledge of students and through it they can find an easy solution to all the complexities of life. All analyzes was made on the example of fictions by E.Hemingway, Ch.Dickens, S.Mougham, F. Scott Fitzgerald, O.Henry, M.Twain, J.London, T.Morrison, P.John Dos and the approach to using historical facts in developing socio-cultural competence is revealed being supplemented with a number of pre-reading and post-reading activities suggested to students learning English as a second foreign language.