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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. https://doi.org/10.4324/9781003219552-27
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. https://doi.org/10.4324/9781003442288-15
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.
