This study examines the impact of technology-mediated pedagogical tasks on students' willingness to communicate and communicative performance in the intermediate level of Spanish at Iowa State University. Drawing from the framework on technology-mediated tasks by Gonzalez-Lloret & Ortega, 2014, and the World-Readiness Standards for…

Automated scoring has the potential to dramatically reduce the time and costs associated with the assessment of complex skills such as writing, but its use must be validated against a variety of criteria for it to be accepted by test users and stakeholders. This study addresses two validity-related issues regarding the use of e-rater® with the…

This pilot study examines the role of metacognitive awareness as a motivational strategy in second language learning. The paper begins by exploring metacognitive strategies within the general language learning strategy framework, and then zooming in upon "interest enhancement" as a particular strategy that influences motivation and…

In order to integrate technology into the language curriculum, it is essential not only to evaluate a program within a second language acquisition (SLA) framework but also to seek the students' attitudes towards the use of computer-assisted language learning (CALL) materials. Guided by Chapelle's (2001) framework for CALL evaluation, this paper…

The study investigated the criterion-related validity of the "Test of English as a Foreign Language"[TM] Internet-based test (TOEFL[R] iBT) Listening section by examining its relationship to a criterion measure designed to reflect language-use tasks that university students encounter in everyday academic life: listening to academic…