This book presents the particularity of examining combined issues of research methodology and testing of language courses, mainly foreign language courses. This concurrent examination is undertaken because the goal of the text is to establish the position that systematic evaluation in education, when meeting certain specifications, is a form of scientific research.

Initially, the feasibility and possibility for the foreign language teacher to assume the role of researcher, alongside the other roles they are called to fulfill by institutions and their social environment, is considered. Subsequently, assuming that this role is both purposeful and feasible, the attitudes, basic knowledge, and certain additional skills that the educator must acquire to successfully carry out their new role are examined.

The massification of postgraduate studies is a phenomenon of the last decade that I believe will further intensify, both due to unemployment and the ever-increasing demands that the job market places on young people who have pursued higher education. This massification requires supporting materials that, in my opinion, are insufficient.

Consequently, the improvement of this book is pursued with a dual goal: on the one hand, to eliminate the oversights of the first edition, and on the other hand, to provide more comprehensive assistance to new researchers, mainly from 'teacher training institutions'.