Dr Ruslan Suvorov
Being at the intersection of applied linguistics and instructional technology and design, my research interests lie in the areas of language testing and assessment (with the focus on second language listening), computer-assisted language learning (CALL), blended and online learning, and eye tracking.
Prior to joining Western University, I worked as a Language Technology Specialist Faculty at the Center for Language & Technology (CLT), the National Foreign Language Resource Center (NFLRC), and the Language Flagship Technology Innovation Center at the University of Hawaii at Manoa (2014-2019) and as an Instructional Technology Specialist at Yale University’s Center for Language Study (2013-2014).
For more information, please check http://ruslansuvorov.com
Gruba, P., Cárdenas-Claros, M. S., Suvorov, R., & Rick, K. (2016). Blended language program evaluation. London, UK: Palgrave Macmillan.
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.
Suvorov, R., & Chapelle, C. A. (2020). Computer-assisted language learning effectiveness research. In C. A. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics. Wiley-Blackwell.
Levis, J., & Suvorov, R. (2020). Automatic speech recognition. In C. A. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics. Wiley-Blackwell.
Gruba, P., & Suvorov, R. (2020). Technology and second language listening. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer.
Suvorov, R. (2019). Multimedia in the teaching and assessment of listening. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer.
Gleason, J., & Suvorov, R. (2019). Promoting social justice with CALL [Guest editorial]. CALICO Journal, 36(1), i–vii.
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.
Suvorov, R., Carrillo Cabello, A., & Jannsen Sánchez, 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. (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/2019/03/CWP-2018-02.pdf
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.
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.
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). 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.), The Companion to Language Assessment (pp. 593–613). 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). 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 (pp. 1–14). 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).
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.
Teaching and Supervision
I supervise students in the MA and PhD programs in applied linguistics on the topics of language testing and assessment, computer-assisted language learning (CALL), and other related topics that focus on the applications of technology for language learning, teaching, and assessment purposes.