SiLA current issue
Volume 14, Issue 2, 2025
SPECIAL ISSUE: Technology and Artificial Intelligence for learning, teaching, and assessing across languages and modalities: Recent developments and insights from Finland
GUEST EDITORS: Ari Huhta & Dmitri Leontjev
Front matter (PDF, 208 KB)
Introduction (PDF, 157 KB)
Articles
Developing a digital tool for L2 speaking assessment in low-resourced languages (PDF, 386 KB)
Raili Hilden, University of Helsinki, Mikko Kuronen, University of Jyväskylä, Ekaterina Voskoboinik, Aalto University, Yaroslav Getman, Aalto University & Mikko Kurimo, Aalto University
Building the foundations for automatic assessment of verbal and nonverbal aspects of spoken interaction in Finnish as a second language (PDF, 750 KB)
Riikka Ullakonoja, University of Jyväskylä, Ilona Lähteenmäki, University of Helsinki, Nora Raud, Aalto University, Nhan Phan, Aalto University, Tamás Grósz, Aalto University, Henna Suuronen, University of Helsinki, Raili Hilden, University of Helsinki, Mikko Kurimo, Aalto University, Mikko Kuronen, University of Jyväskylä, Anna von Zansen, University of Helsinki & Maria Kautonen, University of Jyväskylä
Automatic language proficiency assessment of written texts: Training a CEFR classifier in L2 Finnish (PDF, 406 KB)
Jenny Tarvainen, Ida Toivanen & Ari Huhta, University of Jyväskylä
AI-assisted second-language teaching and learning in the Zone of Proximal Development (PDF, 621 KB)
Jue Hou, Anh-Duc Vu, Anisia Katinskaia & Roman Yangarber, University of Helsinki
Reading with a Chatbot - The added value of Generative AI as a resource in mediating learners in Dynamic Assessment of L2 English reading (PDF, 690 KB)
Dmitri Leontjev, University of Jyväskylä, Matthew E. Poehner, The Pennsylvania State University, Ari Huhta, University of Jyväskylä & Pirjo Pollari, University of Jyväskylä
BACK ISSUES
Volume 14, Issue 1, 2025
Front matter (PDF, 216 KB)
Articles
An exploratory study of EFL teachers' assessment conceptions and their reading and writing assessment practices (PDF, 552 KB)
Khaled Barkaoui, York University & Sahbi Hidri, Higher Colleges of Technology
Toward learning-oriented assessment in extensive reading (PDF, 233 KB)
Yuya Arai, Waseda University
Syntactic and lexical evolution in L2 writing through the lenses of Dynamic Systems Theory (PDF, 233 KB)
Reza Kalantari, Research Institute for Education & Javad Gholami, Urmia University
Relationships between English proficiency test scores and academic outcomes: DET, IELTS, and TOEFL in a U.S. public research-intensive university (PDF, 580 KB)
Maggie McGehee & Daniel R. Isbell, University of Hawaiʻi at Mānoa
“We would like to see ourselves in the test:” The views of Francophone West African English learners as potential test takers of the Duolingo English Test (DET) (PDF, 395 KB)
Kadidja Koné, Ecole Normale d’Enseignement Technique et Professionnel, Paula Winke, Michigan State University & Matt Gordon, Michigan State University
Utterance fluency development across CEFR-based proficiency assessments from A2 to B2 (PDF, 294 KB)
Elina Vasu, Tampere University / University of Jyväskylä
Intelligibility and comprehensibility across Aptis Speaking tasks (PDF, 1.0 KB)
Daniel R. Isbell, University of Hawai’i at Mānoa, Dustin Crowther, University of Hawai’i at Mānoa, Jieun Kim, University of Hawai’i at Mānoa / Soongsil University & Yoonseo Kim, University of Hawai’i at Mānoa
What makes item-writing training useful? Learning from trainee perceptions on an online item-writing course for language testing (PDF, 357 KB)
Olena Rossi, Independent Language Assessment Consultant, Tineke Brunfaut, Lancaster University & Luke Harding, Lancaster University
Book review
Introducing Second Language Assessment (PDF, 135 KB)
Reviewed by Claudia Rosenhan, University of Edinburgh