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: Exploring the effect of music on second language (L2) listening test performance and test anxiety (2024-2025)
Role: Principal Investigator
Description: The purpose of this study is to investigate the effect of listening to relaxing music on L2 learners’ test anxiety and performance on an academic English listening test.
Funding source: Social Sciences and Humanities Research Council (SSHRC) Explore Grant
Funding amount: 6,985 CAD

Project title: Comparing the efficacy of exercises for language learning: A process–outcome perspective (2023-2027)
Role: Co-Investigator (with Frank Boers as a Principal Investigator and Deanna Friesen as a Co-Investigator)
Description: The purpose of this research project that comprises three studies is to compare the effectiveness of four exercise conditions for acquiring and retaining L2 items and L2 patterns.
Funding source: Social Sciences and Humanities Research Council (SSHRC) Insight Grant
Funding amount: 114,032 CAD

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.
Funding source: Cambridge Assessment English, the British Council and IDP: IELTS Australia
Funding amount: 40,999 AUD

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).
Funding source: Duolingo
Funding amount: 24,990 USD

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

He, S., Sénécal, A.-M., Stansfield, L., & Suvorov, R. (2024). A scoping review of research on second language test preparation. Language Testing. Advance online publication. https://doi.org/10.1177/02655322241249754

Suvorov, R., Karatay, Y., & Hegelheimer, V. (2024). Computer-assisted language testing. In A. Kunnan (Ed.), The concise companion to language assessment. Wiley-Blackwell.

Batty, A. O., & Suvorov, R. (2024). Visual cues and listening. In E. Wagner, A. O. Batty, & E. Galaczi (Eds.), Routledge handbook of second language acquisition and listening. Routledge.

Gleason, J., & Suvorov, R. (2024). Promoting awareness of social justice issues through technology-mediated project-based language learning. In M. R. Pellicia, P. MacGregor-Mendoza, & M. Niño-Murcia (Eds.), Advocating for sociolinguistic justice in the United States: Empowering Spanish-speaking communities. Routledge.

Suvorov, R. (2024). 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., & Li, Z. (2023). Investigating the effect of interactive videos on test-takers’ performance on the listening section of IELTS. IELTS Research Report Online Series, No. 2/23. British Council, Cambridge Assessment English and IDP: IELTS Australia. https://s3.eu-west-2.amazonaws.com/ielts-web-static/production/Research/investigating-effect-of-interactive-videos-on-test-takers-performance-suvorov-et-al-june-2023.pdf

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, 40(3), 828–839. 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. https://doi.org/10.1002/9781405198431.wbeal0176.pub2

Levis, J., & Suvorov, R. (2020). Automatic speech recognition. In C. A. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics. Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0066.pub2

Gruba, P., & Suvorov, R. (2019). Technology and second language listening. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer. https://doi.org/10.1007/978-981-13-2262-4_142-1

Suvorov, R. (2019). Multimedia in the teaching and assessment of listening. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer. https://doi.org/10.1007/978-981-13-2262-4_87-1

Gleason, J., & Suvorov, R. (2019). Promoting social justice with CALL [Guest editorial]. CALICO Journal, 36(1), i–vii. https://doi.org/10.1558/cj.37162

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. https://doi.org/10.1075/lllt.50.10suv

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/2020/02/20.02.pdf.Res_.MichiganEnglishTestMET-EvidencefromeyeTrackingandCuedRetrospectiveReporting.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. https://www.equinoxpub.com/home/view-chapter/?id=32706

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. https://doi.org/10.1177/0265532214562099

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. https://doi.org/10.1002/9781118411360.wbcla083

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. https://doi.org/10.1002/9781405198431.wbeal0066

Gleason, J., & Suvorov, R. (2012). Learner perceptions of asynchronous oral CMC: Proficiency and L2 selves. Canadian Journal of Applied Linguistics, 15(1), 100–121. https://journals.lib.unb.ca/index.php/CJAL/article/view/19949/21837

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. http://dx.doi.org/10.11139/cj.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. https://apling.engl.iastate.edu/wp-content/uploads/sites/221/2015/05/tsll_gleason_and_suvorov_2011.pdf

Suvorov, R. (2011). The effects of context visuals on L2 listening comprehension. University of Cambridge ESOL Examinations Research Notes, 45, 2–8. https://www.cambridgeenglish.org/images/23163-research-notes-45.pdf

Suvorov, R. (2010). Using Moodle in ESOL writing classes. TESL-EJ, 14(2). http://www.tesl-ej.org/wordpress/issues/volume14/ej54/ej54m1/

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