Assessment Across Online Language Education - Stephanie Link

Assessment Across Online Language Education - Stephanie Link

Acknowledgments

Assessment Across Online Language Education - Stephanie Link

Stephanie Link [+-]
Oklahoma State University
Stephanie Link is an Assistant Professor of TESL/Applied Linguistics and Director of International Composition at Oklahoma State University. She earned her Ph.D. from Iowa State University and a dual Masters degree from Winona State University in Minnesota, USA and Tamkang University in Taiwan. She primarily teaches graduate-level courses in TESL, grammatical analysis, language and technology, and research methods. Her research interests include the study of emerging technologies for language learning and assessment, written genre analysis, and L2 pedagogy. Her most recent work is on automated writing evaluation and can be found in the Journal of English for Specific Purposes, Journal of Second Language Writing, Language Learning & Technology, System, and CALICO Journal.
Jinrong Li [+-]
Georgia Southern University
Jinrong Li is an Assistant Professor in the Department of Writing and Linguistics at Georgia Southern University. Before that, she has taught English in Beijing and ESL in Boston University and Iowa State University. Her research interests include Computer-Assisted Language Learning (CALL), the instruction and assessment of Second Language (L2) writing, and information literacy and writing pedagogy. She has presented at CALICO, Second Language Research Forum, and AAAL, and her key work has appeared in CALICO Journal, Language Learning & Technology, Journal of Second Language Writing, Computers and Composition, and Assessing Writing.

Description

With the expansion of online language learning opportunities, language teachers and learners are presented with an increasingly diverse range of tools to facilitate language learning in various contexts. However, CALL researchers and practitioners often have limited knowledge about the effectiveness of online language learning primarily due to a lack of research on online language learning outcomes and on valid assessment measures. Despite the challenges in assessing language learning online, the editors of this volume believe the wide range of online language learning opportunities has brought new tools and methods to both strengthen assessment and inform pedagogical decisions in online language teaching. In terms of assessment, technology first provides researchers and practitioners with more options to document learners’ language use in different contexts and their progress over time. The instances of learners’ actual use of language will complement any achievement and proficiency measures of language learning outcomes. Moreover, the use of technology motivates researchers and practitioners to re-conceptualize assessment of online language learning. More importantly, technologies make it possible for the assessment to be incorporated for the purpose of learning (e.g., adaptive learning) and teaching (e.g., technology-mediated dynamic assessment and teacher intervention). Assessment Across Online Language Education examines these challenges emerged in online language teaching and learning, explores the new opportunities for language teachers and learners, and provides suggestions for future research on assessment and learning in online language education.

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Citation

Link, Stephanie; Li, Jinrong. Acknowledgments. Assessment Across Online Language Education. Equinox eBooks Publishing, United Kingdom. p. vii Feb 2018. ISBN 9781781797013. https://www.equinoxpub.com/home/view-chapter/?id=36655. Date accessed: 19 Sep 2019 doi: 10.1558/equinox.36655. Feb 2018

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