Background: English language anxiety (ELA) is a prevalent phenomenon in language education. It is one of the most commonly investigated non-linguistic variables in studies of language learning. Accordingly, numerous studies have paid great attention to the factors leading to FLA.Methods: As instruments of ELA have not been subjected to a rigorous test of item response theory (IRT), this study conducted such analysis using the Rasch rating scale model. ELAS scale developed using classical testing theory (CTT), which consists of 32 items measuring four sub-scales (listening, speaking, reading and writing anxiety), was analysed using IRT. WINSTEPS software and SPSS version 26 were used to examine the psychometric properties, sex differential item functioning (DIF) and Rasch analysis of the ELAS in the Egyptian context. A total of 604 participants were recruited for data collection.Results: The main findings indicated that the scale yielded a good approximation of Rasch assumptions and appears to be a valid and reliable tool. DIF was computed using the Mantel–Haenszel (MH) method and Welch’s t-test, which indicated that no sex bias was detected for any item of the ELAS.Conclusions: This paper presents a promising ELA instrument characterized by adequate validity, reliability and objectivity in addition to potential for precise use in comparison between males and females because it is invariant across sex.

The optimal number of responses categories (NRC) is among the most discussed, yet least decided, topic in self-report measures. In addition, there is a dearth of scoping reviews that summarize its impact on validity evidence (e.g., evidence-based on internal structure). To that end, we conducted a scoping review of methodological literature to provide self-report measures developers and applied researchers with evidence-based recommendations when selecting the optimal NRC. Given the inconsistent results reported in previous research, a key recommendation, when conducting cognitive interviews, is to investigate the interpretation of response options by a sample of potential participants who have varying perspectives. This procedure is paramount to ascertain that response options are accurately interpreted and function as intended. The present scoping review is expected to become a valuable resource for applied researchers and practitioners to make informed decisions about the optimal NRC, taking into account validity evidence, and therefore contributes to the literature of educational and psychological measurement and research methods.

Research is considered a vital component for propelling progress and development. This study aims to investigate the effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study recommended the adoption of PBL in undergraduate programmes as well as in high school education.

Shifting to an e-learning style forced students to learn many skills and competencies to benefit from their experience in an e-learning environment. Ethical competencies play a crucial role in ensuring the fairness of students' assessments and the overall educational process. During the COVID-19 pandemic, the research used a questionnaire to evaluate the ethical understanding of students enrolled in Sultan Qaboos University's Information Studies Department using a quantitative methodology. The findings of this study reveal a significant lack of basic ethical competencies among students in the e-learning environment which negatively impacts their educational experience. The responses obtained indicate a low level of awareness regarding ethical practices in e-learning as well as a lack of knowledge concerning learning misconduct practices. The study suggests the implementation of an educational program that addresses academic ethical practices and e-learning misconduct across all educational levels. The outcomes of this research contribute to a better understanding of current e-learning practices among students, raise awareness about the importance of ethical competencies in e-learning and provide guidance for students to develop ethical digital competencies.

In view of the lack of a short scale for the direct measurement of English language learning anxiety developed in the Egyptian context, this study aims to develop and validate a brief scale. Exploratory factor analysis (EFA) was employed using (362) EFL learners enrolled in first year at college of education, Minia University. Results of EFA proved that the scale consisted of four subscales: (speaking anxiety, (8) items, =.84, writing anxiety (8) items, =.84, reading anxiety (8) items, =.84, listening anxiety, (8) items, =.83). Confirmatory factor analysis (CFA) was conducted on 46 items to examine the structure validity. Results of confirmatory factor analysis showed that the four-factor model fitted well and results met the criteria for goodness of fit indices (>.90) and root mean score residual (RMR < .05) which means the (ELAS) has a four factor structure in the Egyptian university students sample. The brief scale has good reliability and adequate validity and results of the analysis supported the conclusion that it is a reliable and valid measurement instrument.