Abstract
English language testing has been challenged by the COVID-19 pandemic as it required the test developers to instantly develop and implement online language tests in their unique contexts. In this regard, this study aims to investigate EFL language test writers’ reflections on their planning, development, administration, reporting, and reflection processes of a test in the emergency remote teaching environment and display the potential opportunities and burdens these processes have brought about. The data were collected by utilizing semi-structured interviews with nine test writers who had testing experience in language preparatory classes at three state universities in Turkiye. The results indicated that the test writers were mainly challenged by ensuring the security of the exams, adapting question types to online platforms, and dealing with technical problems which resulted in additional workload. However, amidst these challenges, the study also identified notable opportunities, including the practical application of exam procedures, the digital transformation of exams with a variety of resources, item banking, ecological benefits, and fostering professional development. Overall, this compulsory experience during the pandemic indicated numerous conveniences to enhance language testing and contribute to the development of robust language assessment and testing in the future.
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