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1	The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
	Khabbazbashi, Nahal; Nakatsuhara, Fumiyo; Inoue, Chihiro. - : Cranmore Publishing on behalf of the International TESOL Union, 2022
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2	Pragmatics and its applications to TESOL and SLA
	Pickering, Lucy; Attardo, Salvatore. - Hoboken, NJ : Wiley Blackwell, 2021
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	UB Frankfurt Linguistik
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3	Korpusnye instrumenty, maršruty i eksperimenty v sovremennoj lingvodidaktike : = Corpus routes and experiments in language teaching
	Gorina, O. G.; Carakova, N. S.
	In: Novosibirskij gosudarstvennyj universitet. Vestnik Novosibirskogo Gosudarstvennogo Universiteta. Serija lingvistika i mežkul'turnaja kommunikacija. - Novosibirsk 19 (2021) 2, 36-53
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4	Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ... : Drama in education days 2019 ...
	null. - : :null, 2021
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5	Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ; Drama in education days 2019
	Giebert, Stefanie Hrsg.; Göksel, Eva Hrsg.. - : pedocs-Dokumentenserver/DIPF, 2021
	In: 2021, 188 S. (2021)
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6	Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
	Barker, Marianne Elaine. - : University of New Brunswick, 2021. : Érudit, 2021
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7	Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment
	Nam, Yunjung
	In: Applied Linguistics and English as a Second Language Dissertations (2021)
	Abstract: Despite the importance of teachers’ assessment expertise for successful language teaching and learning, previous research studies reported insufficient or inefficient training in assessment (e.g., Vogt & Tsagari, 2014; Lam, 2015). While there have been efforts to provide better training opportunities, language teachers and teacher educators were faced with another challenge: the forced transition to online teaching (i.e., emergency remote teaching) in response to the COVID-19 pandemic. This study aimed to explore teachers’ assessment practices and learners’ perceptions in that specific online context. To offer valuable implications for teacher education, the graduate teaching assistant (GTA) group was highlighted in the investigation. The three overarching research questions guided this study: 1) What were language teachers’ practices and perceptions regarding online assessment? 2) What were the challenges and opportunities faced by GTAs regarding online assessment? 3) What were language learners’ perceptions and challenges related to online assessment? The data were collected quantitively (online surveys) and qualitatively (semi-structured individual interviews). The survey participants included 124 teachers and 97 learners in language courses offered online in Fall 2020 at US universities. The interviews were conducted with eight GTAs, three language program coordinators (who were responsible for teacher training), and eight learners. The findings suggested that teachers made modifications in different aspects of assessment (e.g., medium, weight), explored new methods (e.g., open-book exams, audio/video-recording), and utilized different feedback types (e.g., typed feedback, audio-recorded feedback) in the online assessment. Teachers expressed the need for more hands-on training opportunities specific to language teaching/assessment. GTAs were faced with challenges in time management for fulfilling their responsibilities but had the opportunities to engage in critical reflection on assessment. Compared to face-to-face (F2F) assessment, teachers’ concerns about academic dishonesty (cheating) were higher and more learners agreed that cheating would be easy in online assessment. To ensure academic honesty, teachers reported the use of various measures (e.g., plagiarism detector, video proctoring). Learners appreciated the additional individualized feedback they received in the online environment but wanted more interactive and helpful assessment activities that involved authentic language use. Implications for teacher education and recommendations for language programs, program coordinators, and teachers are provided.
	Keyword: Classroom language assessment; Emergency remote teaching; English as a second language; Korean as a foreign language; Language teacher education; Online language education
	URL: https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1063&context=alesl_diss https://scholarworks.gsu.edu/alesl_diss/62
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8	Library and Information Science Integrated Language Teaching Approach and Students’ Achievement in English Grammar
	Egbe, Cajethan I, PhD; Offorma, Grace C, Prof; Kadiri, Goodluck, PhD
	In: Library Philosophy and Practice (e-journal) (2021)
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9	Bombast Bombardment and Dense Syntax versus Effective Communication and Language Teaching in ESL Settings: Nigerian English Examples
	Omowumi Olabode Steven Ekundayo
	In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 229-242 (2021) (2021)
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10	Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
	Barker, Marianne Elaine
	In: Canadian Journal of Applied Linguistics; Vol. 24 No. 1 (2021); 75-91 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 1 (2021); 75-91 ; 1920-1818 ; 1481-868X (2021)
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11	Recent developments in technology-enhanced and computer-assisted language learning
	Zou, Bin (Herausgeber); Thomas, Michael (Herausgeber). - Hershey, PA : IGI Global, 2020
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	UB Frankfurt Linguistik
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12	Using tasks in second language teaching : practice in diverse contexts
	Lambert, Craig (Herausgeber); Oliver, Rhonda (Herausgeber). - Blue Ridge Summit : Multilingual Matters, 2020
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	UB Frankfurt Linguistik
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13	Innovations and challenges in grammar
	McCarthy, Michael. - New York : Routledge, 2020
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	UB Frankfurt Linguistik
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14	Examining content and language integrated learning (CLIL) theories and practices
	Khalyapina, Liudmila (Herausgeber). - Hershey : IGI Global, 2020
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	UB Frankfurt Linguistik
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15	Ontologies of English : conceptualising the language for learning, teaching, and assessment
	Hall, Christopher J. (Herausgeber); Wicaksono, Rachel (Herausgeber). - Cambridge, United Kingdom : Cambridge University Press, 2020
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	UB Frankfurt Linguistik
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16	Toward a Cultural Competence in Creative Writing Pedagogies
	McCrary, Robin Micah
	In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055 (2020)
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17	Truly, Madly, Deeply: Adverbs and ELLs
	Lems, Kristin
	In: Faculty Publications (2020)
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18	Writing in the ESL classroom: challenges, tasks, and feedback
	Pires, Ana Cristina Félix. - 2020
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19	The Development of Interactive English Speaking Abilities in a Japanese University Context ...
	Unkn Unknown. - : Temple University. Libraries, 2020
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20	Linguistic shame and shaming: teacher awareness and English language teaching in Sri Lanka
	Abeysena, H; Borala Liyanage, I.. - : IATED, 2020
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