ABSTRACT
Videoconferencing is increasingly being explored as an alternative to face-to-face speaking interactions for both low- and high-stakes second language (L2) assessment contexts. The closure of testing centres during the COVID-19 pandemic has catalysed the use of videoconferencing technology to assess oral proficiency and/or proctor live tests, making it important to revisit the use of this technology. The chapter centres on uses of videoconferencing, particularly emphasising implications for assessing L2 pragmatic competence as part of the speaking construct. After providing some baseline definitions, we foreground research and practice before and during the COVID-19 pandemic, synthesising research and evaluating the benefits and trade-offs of using this technology. We then summarise changes to the assessment landscape by considering past problems, current practices, and future possibilities. We also highlight future directions of using videoconferencing in assessing L2 pragmatics, including the potential uses of videoconferencing to deliver interactive, multimodal assessments.
