Abstract-For second language acquisition (SLA), having access to language input is critical. Although the theories of SLA attach different importance to the role of language input, they all acknowledge the need for it (Ellis, 2008). Learners of English as a second (ESL) or a foreign language (EFL) are always encouraged to avail themselves of all forms of authentic language input within the classroom and beyond. In contexts with limited social interaction in the English language, however, various audiovisual technologies are available to be utilized as sources of authentic language input for enhancing language learning in both formal and informal learning settings. In the same line, the present aims at considering the role of language input for SLA development in informal setting.Index Terms-second language acquisition, informal setting, authentic language input I. LANGUAGE INPUT AND SECOND LANGUAGE ACQUISITIONIn this section, the role of language input in SLA is discussed. This is done based on: firstly, the importance which is given to the role of input in various theories of language learning, and secondly, some frameworks for SLA such as those introduced by Gass and Selinker (1994) and Ellis (1997) with the direct focus on language input for SLA. Additionally, Krashen's input hypothesis is followed by critiques of his hypothesis.The role of input in second language acquisition There are many internal as well as external factors which influence SLA. Among them, the language input that learners receive in SLA is one of the external factors which plays a fundamental role. Corder (1967) is one of the pioneers among SLA researchers who underscored the importance of language input for SLA by drawing a distinction between input and intake. According to Corder, language input refers to what is available to be utilized by language learners for SLA which should be differentiated from intake which is that part of the input which is comprehended by the language learners.The review of the literature on language input and SLA reveals that much work in this area of research has been concerned with the importance, the role, and the processing of linguistic input (Doughty & Long, 2003;Ellis, 1994;Ellis, 1997;Gass & Selinker, 1994;Gass, 1997). From a large pool of research, it can be deduced that SLA simply cannot take place in a vacuum without considering having exposure to some sort of language input (Gass, 1997).However, while the importance and the role of language input have been advocated by various theories of language learning, there has been a difference between those theories which attribute a small or no role to language input and those attributing it a more important role. According to Ellis (1994;2008), SLA theories attach different importance to the role of input in the language acquisition process but they all acknowledge the need for language input. In many SLA theories, language input is considered as being a highly essential factor while in other theories it has been given the secondary role. In fact, what ha...

There are many internal as well as external factors which influence second language acquisition (SLA). Among them, the language input that learners receive in SLA is one of the external factors which plays a fundamental role. In this regard, Corder (1967) is one of the pioneers among SLA researchers who underscored the importance of language input for SLA by drawing a distinction between input and intake. According to Corder, language input refers to what is available to be utilized by language learners for SLA which should be differentiated from intake which is that part of the input which is comprehended by the language learners. In the same line, the present paper is an attempt to highlight the role of language input from the viewpoints of different SLA theories. The paper also focuses on Krashens input hypothesis as one of the influential hypothesis with regard to the role of language input in SLA development.

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It is generally believed that assessment has important impact on instruction and learning (Gibbs, 1999; Scouller, 1998). The existence of gaps between educational system and the real world of work cause to materialize e-assessment as an essential component of teaching contexts. In fact, virtual and practical e- assessment provides feedbacks for students to meet what they need for regulation of good performance in the authentic environments. The expansion of virtual e-assessment is one of the controversial issues among training administrators to generate valid and reliable assessments results in higher education contexts by undertaking purposes such as providing a basis for evaluating the quality of instructional context and serving feedback loops for learners by associating themselves in self-assessment to actualize their desires. In the same line, the present paper has an attempt to discuss a conceptual framework for implementation of reliable and valid e-assessment in web-based courses by highlighting viewpoints of different scholars with regard to the role of e-assessment as an integral part of teaching and learning process.