Ruslan Suvorov

rsuvorov@uwo.ca
82245
FEB 1031

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 https://ruslansuvorov.com

Research

Funded research

Project title: Investigating the effect of interactive videos on test-takers’ performance on the listening section of IELTS Academic (2022)
Role: Principal Investigator (with Dr. Zhi Li as a Co-PI)
Description: This study aims to explore the potential of using interactive videos (i.e., videos with embedded test items) for language assessment purposes. Participants will complete two versions of a listening section from IELTS Academic in a counterbalanced design and share their perceptions regarding the use of interactive videos. The findings are expected to inform our understanding of comparability of paper-based audio-only listening tests and computer-based interactive video-mediated listening tests, thereby promoting a better understanding of the listening comprehension construct in different delivery modes.
Funding source: Cambridge Assessment English, the British Council and IDP: IELTS Australia
Funding amount: AUD 40,999

Project title: Investigating test takers' response processes during the completion of computer-adaptive items in the Duolingo English Test (DET) (2021-2022)
Role: Principal Investigator
Description: The purpose of this study is to investigate the response processes and test-taking strategies that learners of English use during the completion of computer-adaptive test items in the Duolingo English Test (DET). The study will use the DET, eye tracking, and retrospective verbal interviews to collect and analyze the data in order to answer the research questions. The findings are expected to provide empirical evidence regarding the types of response processes associated with successful and unsuccessful performance on the DET.
Funding source: Duolingo
Funding amount: USD 24,990

Recent Publications

Books

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

Articles, chapters, and reports

Suvorov, R. (2023, in press). 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., & Gruba, P. (2023). Integrating semiotic resources in CALL activity designs. Language Learning & Technology, 27(2), 97–117. https://hdl.handle.net/10125/73505

Ozernyi, D., & Suvorov, R. (2023). Ukrainian language proficiency test review. Language Testing. Advance online publication. https://doi.org/10.1177/02655322231156819

Suvorov, R. (2022). Listening: Exploring the underlying processes. In L. Gurzynski-Weiss & Y. Kim (Eds.), Research methods in instructed second language acquisition (pp. 257–280). John Benjamins. https://doi.org/10.1075/rmal.3.11suv

Suvorov, R. (2022). Technology and listening in SLA. In N. Ziegler & M. Gonzalez-Lloret (Eds.), Routledge handbook of SLA and technology. Routledge. https://doi.org/10.4324/9781351117586-13

Suvorov, R., & He, S. (2022). Visuals in the assessment and testing of second language listening: A methodological synthesis. International Journal of Listening, 36(2), 80–99. https://doi.org/10.1080/10904018.2021.1941028

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 (link).

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

Teaching

ED 9303 Computer-Assisted Language Learning (CALL)

This course looks at theoretical and practical issues in Computer-Assisted Language Learning (CALL). Students will examine the different CALL resources and be involved in using, evaluating and designing digital tools for language learning and teaching.

ED 9309 Second Language Assessment

This course involves the study of the theory and practice of language assessment, with a particular focus on classroom learning. Both formal tests and a range of alternative forms of assessment are covered.

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.

Dr. Ruslan Suvorov, PhD

Associate Professor - Curriculum Studies and Studies in Applied Linguistics