VAN VIEGENSaskia 教授

Development and validation of an academic language socialization self-assessment tool (2025-2030)

This project aims to build and validate a scale to assess academic language socialization, which will be used to develop a digital self-assessment tool to provide dynamic feedback to learners and generate learning analytics for educators. Student self-assessment is well-known to facilitate self-regulation, enhance meta-cognition, and promote students' capacity to accomplish their learning goals. We will build on these strengths to enhance student agency in assessment, putting assessment in the hands of students themselves, to help navigate their language learning journey. Joint project with Heike Neumann, Concordia University (PI) and Florent Michelot, Concordia University, Sebastien Beland University of Montreal, and Sandra Zappa-Hollman, University of British Columbia. Funder: Social Sciences and Humanities Research Council Insight Grant, Canada. 435-2025-1629

MUSE Project - Multilingual University Student Experience Project (2021-2024)

The Multilingual University Student Experience (MUSE) Project (2021-2024) is a multi-site case study designed to better understand multilingual students’ experience and academic socialization in three Canadian universities: Concordia University (QC), the University of British Columbia (BC), and York University (ON). Particularly, we examine and compare the approaches of three English for Academic Purposes (EAP) programs to supporting first-year multilingual students. We also look into how these programs address systemic challenges and the impact of COVID-19 on multilingual students’ academic achievement and journey to graduation. Findings from the study will be used to improve the international student experience at Canadian universities. Joint project with Heike Neumann, Concordia University (PI), Sandra Zappa-Hollman, University of British Columbia. Funder: Social Sciences and Humanities Research Council Insight Grant, Canada. 435-2021-1102

Examining the Extrapolation Inference of the Duolingo Test of English at Two Canadian Universities (2020-2022)

This study examined (1) the predictive validity of DET as evidenced in the relationship between students’ DET scores and their GPAs at the end of the first year of study and (2) test takers’ and score users’ perceptions of the DET and its test tasks. The closure of testing centers administering English language proficiency (ELP) tests in early 2020 because of the COVID19 pandemic required many Canadian universities to consider using scores on remote ELP tests like the at-home Duolingo English Test (DET) as evidence of ELP for university admissions. While the DET is currently used by many English-medium universities and colleges, at the time this study was conducted, it was a relatively new alternative and, as a result, further evidence was needed to determine whether the extrapolation inference for its use for university admissions is warranted. To address this need, this concurrent, exploratory mixed-methods study examined the association between the DET scores and academic achievement of 719 students admitted on DET scores as well as stakeholders’ perceptions of the content and use of the DET for university admissions at two Canadian universities. Joint project with Khaled Barkaoui, York University (PI); Heike Neumann, Concordia University. Funder: Duolingo English Test Research Grants

Exploring multilingual assessment in the educational context (2019-2022)

In research-practice partnership with educators in three school districts, this study explored how teachers engage multilingualism in assessment practice to address the varied teaching and learning needs of bi/multilingual students. Reflecting the complex, dynamic language practices of bi/multilingual speakers and communities, this study articulated how teachers can cultivate a multilingual assessment ecology to recognize the rich linguistic resources of bi/multilingual students, providing them with an opportunity to demonstrate their academic knowledge and literacy skills using the full range of their linguistic repertoire. Funder: Social Sciences and Humanities Research Council Insight Grant, Canada. 430-2019-00782

Language and Literacy Learning Among Youth Refugees in Canadian Secondary School Classrooms (2017-2021)

This multi-site case study examines language and literacy practices of youth from refugee backgrounds to support social and education integration, addressing three urgent needs: (a) to help education systems and community groups understand how to support youth refugees to catch up to their same-age peers in school as quickly as possible; (b) to support youth refugees, for whom limited prior schooling, limited first language literacy and challenges of academic language learning (compounded by socio-emotional challenges) often present a barrier to learning, social adjustment and academic success; and (c) to develop innovative policies and pedagogical practices that engage with the digital, multimodal literacy practices of today's youth. SSHRC Insight Grant. Joint project with: Maureen Kendrick, UBC (PI); Margaret Early, UBC; Shelley Taylor, Western University. Funder: Social Sciences and Humanities Research Council Insight Grant, Canada. 435-2017-0338