The present systematic review examines Carol A. Chapelle’s contributions to language assessment and education. The data include the review and analysis of all of her published research works (with some exceptions) relevant to language assessment, applied linguistics, and technology literacy from the 1980s to the present. To accomplish the objectives of the study, it was outlined and tackled in six sections including background, methodology, themes and overall achievements, exclusion and inclusion rules, systematic review and Carol Chapelle’s personal reflection. First, in procedural terms, we struggled to access her all research works. Then, three macro-themes (Language Assessment, Applied Linguistics and Technology Literacy) and five micro-themes were derived from her whole research works. Next, a subjective methodology was developed for the purpose of the study, with reference to which some exclusion and inclusion rules were coined and then applied to the decision regarding the types of research works to review and analyze, i.e., journal articles, books and book chapters. After that, the systematic analysis was conducted and finally, Carol A. Chapelle provided her own personal discussion and reflection of this systematic review.

This study examined the satisfaction and challenges encountered by 293 Thai university students in their online English learning experiences. Employing a mixed-methods approach, the data were collected through a 20-item questionnaire and a semi-structured interview. Quantitative findings reported a high overall level of satisfaction, indicating generally positive perceptions of online English learning. The highest-rated aspect was instructors, particularly for creating opportunities for students to ask questions and check their understanding. In contrast, the lowest-rated aspect was learners, especially regarding students’ ability to maintain focus during online lessons. Qualitative data revealed several key challenges, including poor internet connectivity, lack of interaction, distracting home environments, and instructors’ limited technological skills. Furthermore, the study also found that prolonged exposure to online learning led to long-term effects, such as reduced motivation, increased passivity, and weakened academic discipline that persisted even after returning to on-site classes. The study highlights the need for active instructor engagement, ongoing training in online teaching, student-centered course design, and structured support to help students regain motivation and discipline after passive online learning. This research contributes to support the improvement of more efficient and responsive online English instruction.

This study aimed to explore how monthly conversation sessions with native English speakers influence the development of communicative competence which encompasses grammatical, discourse, sociolinguistic, and strategic components as well as oral fluency in Tourism and Hospitality Management students at the University of Cuenca. A qualitative methodology was employed through three focus group sessions involving ten students each. All conversations were recorded, transcribed verbatim, and subsequently coded both deductively, drawing on Krashen’s Input Hypothesis (i+1, quantity, authenticity, variability, and implicit feedback) and guided by Hymes’ theoretical framework of Communicative Competence. Results indicated significant improvement in discourse competence, particularly during guided city tours, where students demonstrated the use of cohesive devices and coherent speech. Grammatical competence and oral fluency showed moderate progress, hindered by the limited frequency of practice opportunities. Sociolinguistic competence was perceptually activated, though without evidence of critical cultural reflection. Strategic competence remained underdeveloped. The study concludes that unless input quantity increases and tasks become more varied, professional-level fluency and automatization will remain difficult to achieve.

In the course of her distinguished career, Carol Chapelle has conducted a wide range of innovative and impactful research that has intersected the fields of applied linguistics, computer-assisted language learning (CALL), task-based language learning and assessment. Among many noteworthy achievements, her work exploring the relationship between second language acquisition (SLA) theory, task-based learning and technological innovations has been particularly influential. In an effort to highlight ways in which advanced technologies can be used to enhance both language teaching and learning, she has authored significant papers that have drawn on SLA research to provide a comprehensive framework for the development and implementation of effective technology-mediated language learning. The rapid development of technology and its increasing application in CALL underscores the continued relevance of this approach. As an exemplar of this effort, this article examines the application of an influential innovation in contemporary CALL, namely, use of digital games. Drawing on important insights gained from the work of Carol Chapelle, this article identifies the parallels between effective tasks and the design elements of many digital games used in CALL. The discussion emphasizes the continuing importance of investigating the interrelationship between developments in SLA research and use of advanced technologies in language education.

The Standards for Educational and Psychological Testing (AERA et al., 2014) states that “It is incorrect to use the unqualified phrase ‘the validity of the test’” (p. 11). Although the Standards clearly states that it is incorrect to use the phrase “validity of the test” because “it is the interpretations of test scores for proposed uses that are evaluated, not the test itself” (p. 11), many authors still use this terminology. This study examines how frequently this occurs, why this may occur, and how to interpret this phenomenon. First, examination of articles published in Language Testing and Language Assessment Quarterly between 2011–2022 resulted in 233 articles being identified as including the expression “validity of + test” at least once. Next, the context around the occurrences of “use(s)” and “interpretation(s)” within these articles was analyzed to determine whether the author(s) referred to test interpretation and use. This was interpreted as evidence that the authors were familiar with the Standards’ definition of validity, even though they used language that contradicted the Standards’ guidelines. This study sheds light on the extent to which authors adhere to the Standards’ guidelines and potential factors contributing to deviations from the recommended terminology.

This study examined the degree of change in test takers’ speaking performances over a 3-month period. Furthermore, it investigated the impact of learner background variables on learners’ linguistic progresses. Fifty-two Korean learners of English, who were enrolled in IELTS preparation classes, took part in the study. Their proficiency was initially established using scores from an in-house placement instrument. Upon completing a preliminary questionnaire, participants sat for an officially-administered IELTS pre-test. Their language learning data were collected each week by survey. A final questionnaire was then completed after 12 weeks of study, immediately following the official IELTS post-test. For speech analysis (i.e., lexico-grammatical and pronunciation features), pre- and post-test individual long-run speaking responses were coded to examine participants’ linguistic gains over time. Findings indicated that fluency features improved most significantly over time, although the relationships between speech construct changes and learner background variables were more complex. Implications of these findings are useful for curriculum planning and for developing of language assessment and testing, as well as validity evidence for the IELTS speaking test.

The rapid development and availability of Generative AI (GenAI) tools, such as ChatGPT, offer new possibilities for academia, yet they also raise concerns for academic integrity. Chapelle's (2024) seminal work on GenAI’s implications serves as an impetus for this study, which explores teaching academic integrity in the context of AI use. Chapelle frames GenAI as an ‘inflection point’, calling for a re-evaluation of pedagogical strategies to support students in understanding its technological and ethical implications. This article presents findings from a mixed-methods study at a university in Cyprus, where ESL undergraduates in academic writing classes engaged with ChatGPT. Participants with B2/C1 English proficiency from diverse cultural backgrounds were assessed through pre- and post-intervention evaluations and qualitative interviews. A semester-long intervention incorporated activities to enhance academic writing skills and comprehension of ethical AI use, focusing on critical thinking, proper citation, and policy adherence. Findings indicate that students demonstrated increased AI knowledge and awareness of academic integrity. This study contributes to the discourse on integrating GenAI in academia, providing insights into effective instructional practices and addressing ethical considerations in academic writing. It offers guidance for educators and institutions aiming to integrate GenAI responsibly, ensuring academic integrity remains central in second language education.

This paper reflects on Dr Carol Ann Chapelle’s contributions to applied linguistics from the perspectives of some of her former students. As alumni of the Applied Linguistics and Technology (ALT) doctoral program at Iowa State University, we had the privilege of spending a significant amount of time with her, thus being able to closely observe her approach to research and teaching, her evolving research interests, and the increasing impact of her work in the field of applied linguistics. Our reflections on her accomplishments and contributions are centred around her academic achievements in areas such as computer-assisted language learning (CALL), computer-assisted language testing (CALT) and validity theory and validation practices; the qualities and traits that she exhibits which we believe enabled her to succeed; and her dedication to teaching, mentoring, and training of the next generation of applied linguists. Each author provided their reflections independently, based on their personal experiences of studying and collaborating with her. Dr Chapelle is a distinguished but low-key scholar. We intend to reveal the extensive efforts she has made behind the scenes to advance the knowledge and practice of language learning, teaching and assessment.

This work aims to find out pre-service English teachers’ perceptions on how effective and intuitive a checklist (Luque-Agulló & Almazán-Ruiz, 2023) is for assessing the usability and educational value of language learning and teaching apps (Research Question 1), and to what extent participants’ perceptions of the pedagogical value of apps have evolved after the COVID-19 lockdown (Research Question 2). To do so, the paper introduces a classroom study at the University of Jaén with two groups of pre-service teachers during two semesters in the academic years 2020/21, after the COVID lockdown, and 2022/23, when physical teaching took place. As part of a classroom project, participants had to use the checklist to evaluate apps to be potentially used in their future classroom practice and then analyse its clarity and usefulness by means of a questionnaire. Results show that pre-service teachers’ perceptions about the checklist were positive, with higher values for the 2022 group (RQ1). The comparison of both groups also reveals a shift in attitudes, as there is an increased tendency towards integration of apps in the classroom, and a higher predisposition for apps analysis (RQ2). The article ends with the conclusions, which include the pedagogical implications and limitations of the study.

As artificial intelligence (AI) use in English academic writing instruction has increased, this scoping review reviews empirical studies in higher education. However, the studies differ in theory use and teaching practice. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) protocol and the Population-Concept-Context (PCC) framework, a systematic Web of Science (WoS) Core Collection search yielded 20 eligible peer-reviewed studies published post-2020. Most studies were carried out in English as a Foreign Language (EFL) contexts, aiming to improve writing performance and learner motivation via AI-assisted tools. Common platforms encompass automated writing assessment systems. Theoretical frameworks were frequently limited to self-efficacy and scaffolding, with scant consideration for cognitive load, sociocultural adaptation, or ethical governance. Methodologically, most studies relied on short-term experimental designs, lacking longitudinal or classroom-based rigor. Future research should employ mixed-methods and longitudinal designs, include diverse learner demographics, and prioritize teacher preparation and ethical AI literacy to guarantee sustainable and equitable implementation.