Ruslan Suvorov's Homepage

Book

Gruba, P., Cardenas-Claros, M. S., Suvorov, R., & Rick, K. (2016). Blended language program evaluation. Palgrave Macmillan. https://doi.org/10.1057/9781137514370


Refereed Publications

Suvorov, R., & He, S. (2021, forthcoming). Visuals in the assessment and testing of second language listening: A methodological synthesis. International Journal of Listening.

Suvorov, R. (2021, forthcoming). Technology and listening in SLA. In N. Ziegler & M. Gonzalez-Lloret (Eds.), Routledge handbook of SLA and technology. Routledge.

Suvorov, R. (2021, forthcoming). The use of eye tracking in validating L2 listening assessments. In G. Yu & J. Xu (Eds.), Language test validation in a digital age. Cambridge University Press.

Levis, J., & Suvorov, R. (2020). Automatic speech recognition. In C. A. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics. Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0066.pub2

Suvorov, R., & Chapelle, C. A. (2019). Computer-assisted language learning effectiveness research. In C. A. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics. Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0176.pub2

Suvorov, R. (2019). Multimedia in the teaching and assessment of listening. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer. https://doi.org/10.1007/978-981-13-2262-4_87-1

Gruba, P., & Suvorov, R. (2019). Technology and second language listening. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer. https://doi.org/10.1007/978-981-13-2262-4_142-1

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, Assessing L2 listening: Moving towards authenticity (pp. 145-160). John Benjamins. https://doi.org/10.1075/lllt.50.10suv

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). 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). International Association for Language Learning Technology.

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). Equinox. https://www.equinoxpub.com/home/view-chapter/?id=32706

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. https://doi.org/10.1177/0265532214562099

Suvorov, R., & Hegelheimer, V. (2013). Computer-assisted language testing. In A. J. Kunnan (Ed.), Companion to Language Assessment (pp. 593-613). Wiley-Blackwell. https://doi.org/10.1002/9781118411360.wbcla083

Levis, J., & Suvorov, R. (2012). Automatic Speech Recognition. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (Vol. 1, pp. 316-323). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0066

Gleason, J., & Suvorov, R. (2012). Learner perceptions of asynchronous oral CMC: Proficiency and L2 selves. Canadian Journal of Applied Linguistics, 15(1), 100-121. https://journals.lib.unb.ca/index.php/CJAL/article/view/19949

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. http://dx.doi.org/10.11139/cj.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. Iowa State University. https://apling.engl.iastate.edu/alt-content/uploads/2015/05/tsll_gleason_and_suvorov_2011.pdf

Suvorov, R. (2011). The effects of context visuals on L2 listening comprehension. University of Cambridge ESOL Examinations Research Notes, 45, 2-8. https://www.cambridgeenglish.org/images/23163-research-notes-45.pdf

Suvorov, R. (2010). Using Moodle in ESOL writing classes. TESL-EJ, 14(2). http://www.tesl-ej.org/wordpress/issues/volume14/ej54/ej54m1/

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). Iowa State University.


Other Publications

Suvorov, R. (2020). Technology in foreign language education: An introduction to professional development options, online resources, and tools. Text et culture, 5, 59-61. http://idgu.edu.ua/wp-content/uploads/2021/01/tekst_y_kultura-5.pdf

Gleason, J., & Suvorov, R. (Eds.). (2019). Moving forward with CALL to promote social justice. CALICO Journal, 36(1). https://journals.equinoxpub.com/CALICO/issue/view/2653

Gleason, J., & Suvorov, R. (2019). Promoting social justice with CALL [Guest editorial]. CALICO Journal, 36(1), i-vii. https://doi.org/10.1558/cj.37162

Suvorov, R. (2018). Investigating test-taking strategies during the completion of computer-delivered items from Michigan English Test (MET): Evidence from eye tracking and cued retrospective reporting. Cambridge Michigan Language Assessment (CaMLA) Working Papers 2018-02. https://michiganassessment.org/wp-content/uploads/2020/02/20.02.pdf.Res_.MichiganEnglishTestMET-EvidencefromeyeTrackingandCuedRetrospectiveReporting.pdf

Rodriguez, J.C., & Suvorov, R. (2018, November 26). Professional learning opportunities for online language educators. CASLS InterCom Newsletter. http://caslsintercom.uoregon.edu/content/26062

Suvorov, R. (2017, August). PERLS pilot study report. Research Notes. Language Flagship Technology Innovation Center. https://scholarspace.manoa.hawaii.edu/bitstream/10125/48511/1/01_researchNotes_Suvorov.pdf

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 XVIIIth International CALL Research Conference: CALL in Context (pp. 698-704). University of Antwerp. http://call2017.language.berkeley.edu/wp-content/uploads/2017/07/CALL2017_proceedings.pdf

Suvorov, R. (2016). [Review of the book Advancing quantitative methods in second language research, by L. Plonsky]. CALICO Journal, 33(1), 142-145. https://doi.org/10.1558/cj.v33i1.28308

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). http://www.britishcouncil.org/sites/default/files/interacting_with_visuals_in_l2_listening_tests_suvorov.pdf

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 XIVth International CALL Research Conference: Motivation and Beyond (pp. 89-92). University of Antwerp.