STUDIES IN LANGUAGE ASSESSMENT

VOLUME 13, ISSUE 2, 2024

SPECIAL ISSUE: Rethinking classroom language assessment in the wake of the COVID-19 pandemic
GUEST EDITORS: Matthew E. Poehner & Ofra Inbar-Lourie

Front matter

Introduction

Articles

• Book Creator as a tool of formative assessment in the TEFL classroom: Emergency remote teaching during wartime
  Viktoriia Osidak, Olga Kvasova, Tamara Kavytska & Viktoriia Drobotun, Taras Shevchenko National University of Kyiv
• The efficacy of automated feedback on summary content in an online formative assessment module for undergraduate L2 writing instruction in Japan
  Yasuyo Sawaki, Waseda University, Yutaka Ishii, Chiba University & Yoko Oi, Seisen University
• English teachers’ perceptions of feedback practices under emergency remote teaching conditions: Insights for future use 
  Toni Mäkipää, University of Helsinki & Anna Soltyska, Ruhr University Bochum
• Insights from emergency remote language assessment for a post-pandemic world
  Karin Vogt, University of Education Heidelberg & Dina Tsagari, Oslo Metropolitan University
• Fostering young students’ writing skill development and self-regulation through Dynamic Assessment feedback during pandemic disruptions
  Angelie Ignacio, Eunice Eunhee Jang, Aisha Heywood, Melissa R. Hunte & Han Lai, University of Toronto

Book review

• Fundamental Considerations in Technology Mediated Language Assessment (1st ed.)
  Reviewed by Taichi Yamashita, Kansai University