Abstract Language teaching has been evolved in seven folds since three to four decades. There are ways, approaches, methods and assessment which unify the process of language learning and teaching. New classrooms are rather more technological equipped and the so with learners’ attitude towards learning theory of language practices. The approach towards language assessment has also been altered, throughout, considering the need of giving feedback on students’ learning outcomes. The new skills in assessment details more rigorous need of comments or grades on students’ strengths and weaknesses rather than just…
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