This chapter offers a chronological narrative of the steps taken by the Centre for Foreign Language Study (CFLS) at Durham University to move language teaching, learning, and assessment online following the announcement of the global COVID-19 pandemic in March 2020. This includes immediate steps to suspend classroom teaching, a move to online…

Assessment is a critical part of teaching and learning so it is important that students are encouraged to engage positively with it. The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at upper-intermediate and advanced levels, broadly equivalent to the Common European Framework…

Institution-Wide Language Programme (IWLP) modules are a popular option for international students at the University of Reading. Student feedback and module results show that some of these students face particular challenges in relation to their peers. In this paper, we describe how a team teaching Beginners French -- Common European Framework of…

Assessing student presentations can be made more reliable with video-recording and post-performance rating. Further, self assessment and peer assessment can aid in the learning process by students when using specific, easy-to-understand rubrics. A ten-year action research study involved video-recorded performance assessment tasks using a free,…

The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written…

In this fast-changing information age, teachers and students can feast at a banquet of material on the Internet. This is a very good thing in these tight economic times, when education systems are strapped for cash and many arts and music courses are being cut in favor of classes to develop so-called marketable skills, such as business, biology or…

In contrast to standardised assessment, dynamic assessment (DA) simultaneously combines teaching and assessment activities. The key difference between standardised and dynamic approaches lies in the fact that, in the latter, an expert is allowed to provide assistance to a novice during the assessment process. Mediation, whether in the form of…

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

Although technology has become embedded in our everyday life, researchers and practitioners constantly strive to find ways of incorporating technology in education, with language learning being one of those fields (Garrett, 2009). Numerous publications on this subject are available, mostly on condition that one is affiliated with a university, and…