Ruslan Suvorov's Homepage

Publications

Suvorov, R. (forthcoming). Investigating test-taking strategies during the completion of computer-delivered items from Michigan English Test (MET): Evidence from eye tracking and cued retrospective reporting. CaMLA Working Papers.

Gleason, J., & Suvorov, R. (Eds.). (2019, forthcoming). Moving forward with CALL to promote social justice. CALICO Journal, 36(1).

Suvorov, R., Carrillo Cabello, A., & Jannsen Sanchez, B. (2018). Professional development in Language Learning Centers: Approaches and guidelines for design and implementation. In E. Lavolette & E. F. Simone (Eds.), Language Center Handbook (pp. 193-216). Auburn, AL: International Association for Language Learning Technology.

Chuang, H., Rodriguez, J., Suvorov, R., & Tschudi, S. L. (2018). Professional development for online language educators. In E. Lavolette & E. F. Simone (Eds.), Language Center Handbook (pp. 219-236). Auburn, AL: International Association for Language Learning Technology.

Suvorov, R. (2018). Test takers' use of visual information in an L2 video-mediated listening test: Evidence from cued retrospective reporting. In G. Ockey & E. Wagner (Eds.), Assessing L2 listening: Moving towards authenticity (pp. 145-160). Amsterdam, Netherlands: John Benjamins.

Suvorov, R., & Carrillo Cabello, A. (2017). The development of language learner autonomy in adaptive learning systems. In M. Cappellini, T. Lewis, & A. Rivens Mompean (Eds.), Learner Autonomy and Web 2.0 (pp. 36-66). Bristol, CT: Equinox.

Suvorov, R. (2017, August). PERLS pilot study report. Research Notes. Honolulu, HI: Language Flagship Technology Innovation Center.

Suvorov, R., & Camp, A. (2017). An exploratory study of test-takers' cognitive states using electroencephalography (EEG) and retrospective interviews in the context of L2 testing. In J. Colpaert, A. Aerts, R. Kern, & M. Kaiser (Eds.), Proceedings of the eighteenth international CALL research conference: CALL in context (pp. 698-704). Antwerp, Belgium: University of Antwerp.

Gruba, P., Cardenas-Claros, M. S., Suvorov, R., & Rick, K. (2016). Blended language program evaluation. London, UK: Palgrave Macmillan.

Suvorov, R. (2016). [Review of the book Advancing quantitative methods in second language research]. CALICO Journal, 33(1), 142-145.

Suvorov, R. (2015). The use of eye tracking in research on video-based second language (L2) listening assessment: A comparison of context videos and content videos. Language Testing, 32(4), 463-483.

Suvorov, R. (2015). Interacting with visuals in L2 listening tests: An eye-tracking study. In V. Berry (Ed.), ARAGs research reports online (Report #AR-A/2015/1). Retrieved from British Council http://www.britishcouncil.org/sites/default/files/interacting_with_visuals_in_l2_listening_tests_suvorov.pdf

Suvorov, R., & Hegelheimer, V. (2013). Computer-assisted language testing. In A. J. Kunnan (Ed.), Companion to Language Assessment (pp. 593-613). Malden, MA: Wiley-Blackwell.

Levis, J., & Suvorov, R. (2012). Automatic Speech Recognition. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (Vol. 1, pp. 316-323). New York, NY: Wiley-Blackwell.

Gleason, J., & Suvorov, R. (2012). Learner perceptions of asynchronous oral CMC: Proficiency and L2 selves. Canadian Journal of Applied Linguistics, 15(1), 100-121.

Karabulut, A., LeVelle, K., Li, J., & Suvorov, R. (2012). Technology for French learning: A mismatch between expectations and reality. CALICO Journal, 29(2), 341-366.

Gleason, J., & Suvorov, R. (2011). Learner perceptions of asynchronous oral computer-mediated communication tasks using Wimba Voice for developing their L2 oral proficiency. In S. Huffman & V. Hegelheimer (Eds.), The role of CALL in hybrid and online language courses. Ames, IA: Iowa State University.

Suvorov, R. (2011). The effects of context visuals on L2 listening comprehension. University of Cambridge ESOL Examinations Research Notes, 45, 2-8.

Suvorov, R. (2010). Using Moodle in ESOL writing classes. TESL-EJ, 14(2).

Gleason, J., & Suvorov, R. (2010). Language learner perceptions of Wimba Voice Board: L2 oral proficiency, motivation, and L2 selves. In A. Aerts, J. Colpaert, & M. Oberhofer (Eds.), Proceedings of the fourteenth international CALL conference: Motivation and beyond (pp. 89-92). Antwerp, Belgium: University of Antwerp.

Suvorov, R. (2009). Context visuals in L2 listening tests: The effects of photographs and video vs. audio-only format. In C. A. Chapelle, H. G. Jun, & I. Katz (Eds.), Developing and evaluating language learning materials (pp. 53-68). Ames, IA: Iowa State University.