This paper aims to report on partial findings of a research study that intends to explore how Social Networking Sites for Language Learning (SNSLL) can be integrated into English classes of a BA program in the Teaching of Modern Languages. More specifically, this paper reports on the students' perceptions before and during the implementation of a SNSLL (Busuu). The data was gathered through two collection techniques: surveys and learning logs. Concerning the participants’ perceptions before the use of Busuu, the data analysis shows that, despite some concerns about communicative ability and personal privacy, they perceived this kind of virtual communities as effective platforms to learn EFL through genuine interaction with other users. Although the students’ perceptions during the use of Busuu involved some usability limitations and technical issues, they reiterated the potential of this SNSLL to not only facilitate language learning, but also foster intercultural development and metacognitive processes.

The current discussion about assessment in the language teaching context—involving topics such as immigration and citizenship, and university entrance—has brought with it the issue of justice in assessment. Although in Colombia such concerns are not generally discussed, it is important to consider fairness when it comes to classroom assessment. This paper presents a review of five Colombian well-known journals during the period 2009–2020 aiming to identify the scholarly discussion regarding language assessment and testing in the country. Findings suggest that Colombian researchers are concerned with fair and democratic assessment practices, and the involvement of students in peer- and self-assessment practices to improve learning and promote autonomy. Also, there is a perceived need for more teacher education in language assessment.