Gamification is a method used to engage and motivate students virtually during the coronavirus pandemic. This paper reports on the use of Kahoot! as a review tool in French as a foreign language (L2) classes at Northern Caribbean University (NCU), Jamaica, as a means of formative assessment. Using the exploratory approach, it seeks to highlight…

While teacher assessment and student engagement are emerging topics in the field of second language (L2) writing, little is known about the possible correlations between the two important constructs. This mixed-methods study first surveyed the perceived teacher assessment approaches among L2 learners whose majors are English, Japanese and French…

It is a widespread practice among Canadian school districts to assess the French language proficiency of candidates applying for French as a Second Language (FSL) teaching positions. This pan-Canadian study used surveys, interviews, and website data to examine the French language proficiency assessment practices and processes used by Canadian…

Our main aim in this study was to compare encouraging feedback practices in Finnish general upper secondary foreign language classes and examine how students perceive language teachers' assessment practices. The participants were 160 students of English, 95 students of Swedish, and 27 students of French from six general upper secondary schools.…

The assessment of writing competency in French as a Foreign Language presents significant challenges due to the multidimensional nature of writing and heterogeneous evaluation practices. This research introduces an innovative framework integrating artificial intelligence and interactive visualization to support the formative assessment of writing…

Learning analytics (LA) offer benefits and challenges for online learning, but prior to collecting data on high-stakes summative assessments as proof of student learning, LA researchers should engage instructors as partners to ensure the quality of course materials through the formative evaluation of individual items (Bienkowski et al., 2012;…

This article investigates the process of development for a novel online peer-supported approach that enhances oral proficiency in French at an Australian university to cope with ever more complex challenges. These challenges include students with mixed ability in the same class, reduced teaching resources and student surveys identifying a lack of…

This study examines the use of gamification as an innovative assessment approach to foreign language learning with 12-14-year-old students. A mixed methodology has been applied. Quantitative data have been collected from formative non-gamified and gamified assessments. Qualitative data was collected from a student questionnaire. The results were…

Since 2012 an interdisciplinary and culturally heterogeneous team composed of more than 30 people has been engaged in the complex process of conceiving, designing and validating an online placement test with formative orientation called SELF (Système d'Evaluation en Langues à visée Formative), developed and already deployed in six different…

This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the…

Within foreign language classrooms, one intervention gaining recognition is LinguaFolio, a portfolio-based formative assessment designed to increase self-regulated learning. The question emerges whether such an intervention impacts student motivation, learning, and achievement. Researchers conducted a classroom-based, quasi-experimental,…

This paper examines the use of mobile technologies such as iPods and tablets in promoting the development of oral competencies and literacy skills in early French immersion classrooms in Canada. The paper is based on a two-year collaborative action research project involving 16 teachers in two schools. Data collection involved digital ethnographic…

The focus of this paper is on the implementation of Dynamic Assessment (henceforth, DA) in the L2 classroom setting. DA is an approach to assessment and instruction derived from Vygotsky's theory of the Zone of Proximal Development (henceforth, ZPD). In what follows, we will first discuss briefly the concept of the ZPD and its realization in DA…

Four evaluation studies were conducted of French as a second language program in grades 4, 5, and 6 in a large urban school district in western Canada. As a result of the 1972 study, which revealed major discrepancies between intended and observed outcomes, especially in oral skills, a major objectives-based curriculum was initiated. As part of…

Describes an interactive multimedia program designed to promote reflective teaching of preservice teachers specializing in the teaching of French as a second language. Presents a formative evaluation of the conception of the use of multimedia. (Author/VWL)