Throughout its whole history, most research conducted in language assessment refers to testing. It is only since 2000 that language formative assessment started being recorded in research publications. This book tells the story of language formative assessment in two ways, the one complementing the other: in the forms of a systematic review and a…

The use of chatbots in language learning has been on the rise. In recent Computer-Assisted Language Learning (CALL) research, there is a consensus that rule-based, scripted voice systems are optimal for language learning. Such systems integrate well into instructed language learning in that interactions with the user are predictable and…

Virtual Reality (VR) offers language learners a valuable environment for practicing language skills and other aspects essential for language development, interaction, and negotiation of meaning. For example, speaking practice in VR using avatars can reduce speaking anxiety and increase users' sense of agency. Social spaces in VR present…

This study reports on the development of "Parlure Games" and explores its pedagogical affordances. "Parlure Games" is a multi-dialectal listening and decolonial conversation tool created to address the absence of variable speech (including speech markers associated with native speaker status, regional dialect, age, and race)…

The attitudes of student-teachers to Computer Assisted Language Learning (CALL) remains an under-explored topic in research literature. This mixed-methods study engaged student-teachers in focus group discussions at commencement and completion of Initial Teacher Education (ITE). These student-teachers were situated across England, Scotland, Wales,…

This paper reports a study in a technology-assisted Chinese teaching context where one major teaching objective is to encourage international students to participate in speech contests with the theme of 'Tell China, Tell Your Stories'. Results showed that through four weeks' preparation, all the students had a more robust method for presentation…

This paper focuses on the impact of introducing a Group Dynamics Training Activity (GDTA) on learners' reported engagement during the course. The context is a university Common European Framework of Reference for languages (CEFR) B2 French language online course over the course of two semesters. Data was collected in the form of online surveys…

Game Based Language Learning (GBLL) is an approach to language learning in which learning happens in the process of playing a game. GBLL has several potential benefits including enhanced reading, writing, and cultural awareness. This paper provides a brief overview of Cipher -- Faoi Gheasa, a GBLL app for Irish and learners' feedback on the game.…

This study investigated L2 learners' perception changes at each stage of online collaborative writing. Previous studies revealed the familiarity of L2 collaborative learning with Information and Communication Technology (ICT), whereas few described at which stage of the learning process L2 learners' perceptions change. Therefore, this study…

This study aimed to investigate how the enforced online language teaching operated in a limited resource context, i.e. Egypt. Based on the Technology Acceptance Model (TAM), a nation-wide survey examined how 258 language teachers perceived the sudden move to remote online teaching and whether such perceptions had an impact on their readiness and…

This paper examines the impact of self-directed pronunciation practice using "Google Translate" (GT) on the acquisition of French liaison (the production of latent consonants when they appear in consonant-vowel contexts across words: /z/ in le/za/mis 'the friends'). Second-language (L2) French learners completed homework activities on GT…

There is no doubt that telecollaboration currently plays an important role in foreign language learning and, not less so, in the field of English for Specific Purposes (ESP). Guth (2020) highlighted how telecollaboration has rapidly evolved in the past years as an innovative approach, and how it has brought together a whole community of academics…

Virtual Exchange (VE) is typically set up in an institutional context, which implies the need to verify student learning through assessment. The difficulties in designing and implementing assessment in VE arise principally from the complexity of VE itself, as well as from a combination of institutional and sociocultural factors. This chapter aims…

Gamification is a method used to engage and motivate students virtually during the coronavirus pandemic. This paper reports on the use of Kahoot! as a review tool in French as a foreign language (L2) classes at Northern Caribbean University (NCU), Jamaica, as a means of formative assessment. Using the exploratory approach, it seeks to highlight…

This paper explores the utilisation of "Twitter" as a dynamic language learning platform in order to create an authentic domain of use for learners of Irish as an Additional Language (IAL) in a primary school setting in Ireland wherein 20 fourth class children and their parents participated. The Irish language context is firstly…