The Ghent Language Learning and Assessment (GLLAS) research group brings together research on a broad range of questions in second language (L2) learning and assessment. Our work includes L2 vocabulary learning and teaching, phonetics and phonology, bilingualism, language testing, complexity in L2 input and output, the acquisition of sociolinguistic variation and social meaning, technology-enhanced language learning, and the experiences of L2 learners from diverse educational backgrounds.
We approach these questions using a range of methods, including experimental techniques such as eye-tracking, longitudinal and intervention studies, corpus-linguistic analyses, and mixed-methods research. Using different methods allows us to examine second language acquisition from complementary perspectives and to connect theoretical questions with issues that have practical relevance for language teaching and learning.
Our expertise covers different aspects of language development, from vocabulary, phonology, and grammar to the cognitive and affective dimensions of language learning. We also work on task-based and input-driven approaches, as well as on language assessment literacy and rating practices. Bringing these strands of research together, we aim to foster an environment in which careful empirical research can develop alongside new ideas and perspectives on language learning and assessment.