bright
bright
bright
bright
bright
tl
 
tr
lunder
Language Testing Article Alert
This site designed and maintained by
Prof. Glenn Fulcher

@languagetesting.info

runder
lcunder
rcunder
lnavl
Navigation
lnavr
navtop
lnavs
rnavs
lnavs
rnavs
lnavs
rnavs
lnavs
rnavs
lnavs
rnavs
lnavs
rnavs
bottomnav
 
 

 

 
     
 

This service will alert you to new articles being published in the Language Testing Journals, and those applied linguistics and educational research journals that are included in the Article Aggregation Service. However, this page inlcludes only those journals that assign electronic date-stamps to articles.

Please therefore be aware that while this service will warn you of new articles on language testing in many journals, you should still visit the Language Testing Journals and Article Aggregation Service when you receive an alert from this page, so that you do not miss new content. Also visit the free articles page.

 
     
 
     
 

    Subscribe to Article Alert

Articles

Most recent publication
Visit languagetesting.info for all the latest publications


Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning?
Posted on 19 Jun 2015 at 5:46 am
by Nakata, T.

Feedback, or information given to learners regarding their performance, is found to facilitate second language (L2) learning. Research also suggests that the timing of feedback (whether it is provi...

(show all)

What are web slices?

Subscribe to receive notification of new articles being published on language testing and assessment.

Web Slice Video Tutorial
 
     

 
     
 
    Recasts, field dependence/independence cognitive style, and L2 development
    Posted on 19 Jun 2015 at 5:46 am
    by Rassaei, E.

    While previous research has indicated that learners with field-dependence (FD) and field-independence (FI) cognitive styles benefit differentially from different instructional modes, previous corre...

    (show all)

    Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning?
    Posted on 19 Jun 2015 at 5:46 am
    by Nakata, T.

    Feedback, or information given to learners regarding their performance, is found to facilitate second language (L2) learning. Research also suggests that the timing of feedback (whether it is provi...

    (show all)

    Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies
    Posted on 17 Jun 2015 at 1:51 am
    by In'nami, Y., Koizumi, R.

    We addressed Deville and Chalhoub-Deville’s (2006), Schoonen’s (2012), and Xi and Mollaun’s (2006) call for research into the contextual features that are considered related to person-by-task inter...

    (show all)

    Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles
    Posted on 16 Jun 2015 at 11:32 pm
    by Harding, L., Alderson, J. C., Brunfaut, T.

    Alderson, Brunfaut and Harding (2014) recently investigated how diagnosis is practised across a range of professions in order to develop a tentative framework for a theory of diagnosis in second or...

    (show all)

    Diagnosing diagnostic language assessment
    Posted on 16 Jun 2015 at 11:32 pm
    by Lee, Y.-W.

    Diagnostic language assessment (DLA) is gaining a lot of attention from language teachers, testers, and applied linguists. With a recent surge of interest in DLA, there seems to be an urgent need t...

    (show all)

    Future of diagnostic language assessment
    Posted on 16 Jun 2015 at 11:32 pm
    by Lee, Y.-W.

    Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation
    Posted on 16 Jun 2015 at 11:32 pm
    by Poehner, M. E., Zhang, J., Lu, X.

    Dynamic assessment (DA) derives from the sociocultural theory of mind as elaborated by Russian psychologist L. S. Vygotsky. By offering mediation when individuals experience difficulties and carefu...

    (show all)

    How do young students with different profiles of reading skill mastery, perceived ability, and goal orientation respond to holistic diagnostic feedback?
    Posted on 16 Jun 2015 at 11:32 pm
    by Jang, E. E., Dunlop, M., Park, G., van der Boom, E. H.

    One critical issue with cognitive diagnostic assessment (CDA) lies in its lack of research evidence that shows how diagnostic feedback from CDA is interpreted and used by young students. This mixed...

    (show all)

    Design in four diagnostic language assessments
    Posted on 16 Jun 2015 at 11:32 pm
    by Cumming, A.

    The studies documented in the four articles in this special issue uniquely exemplify principles of design-based research as follows: by taking innovative approaches to significant problems in the c...

    (show all)

    Validity arguments for diagnostic assessment using automated writing evaluation
    Posted on 16 Jun 2015 at 11:32 pm
    by Chapelle, C. A., Cotos, E., Lee, J.

    Two examples demonstrate an argument-based approach to validation of diagnostic assessment using automated writing evaluation (AWE). Criterion ®, was developed by Educational Testin...

    (show all)

    The Effectiveness of Second Language Pronunciation Instruction: A Meta-Analysis
    Posted on 13 Jun 2015 at 12:20 am
    by Lee, J., Jang, J., Plonsky, L.

    The goal of this study was to determine the overall effects of pronunciation instruction (PI) as well as the sources and extent of variance in observed effects. Toward this end, a comprehensive sea...

    (show all)

    The Associations Between Language Aptitude and Second Language Grammar Acquisition: A Meta-Analytic Review of Five Decades of Research
    Posted on 13 Jun 2015 at 12:20 am
    by Li, S.

    This study reports a meta-analysis that synthesizes the empirical research on the role of language aptitude in second language grammar acquisition. A total of 33 study reports were identified inclu...

    (show all)

    The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition: A Meta-Analysis
    Posted on 13 Jun 2015 at 12:20 am
    by Shintani, N.

    This article reports a meta-analysis of 42 experiments in 33 published studies involving processing instruction (PI) and production-based instruction (PB) used in the PI studies. The comparative ef...

    (show all)

    The Effectiveness of L2 Pronunciation Instruction: A Narrative Review
    Posted on 13 Jun 2015 at 12:20 am
    by Thomson, R. I., Derwing, T. M.

    Research on the efficacy of second language (L2) pronunciation instruction has produced mixed results, despite reports of significant improvement in many studies. Possible explanations for divergen...

    (show all)

    Variable-Length Computerized Adaptive Testing Using the Higher Order DINA Model
    Posted on 2 Jun 2015 at 12:31 am
    by Chia-Ling Hsu, Wen-Chung Wang
    Cognitive diagnosis models provide profile information about a set of latent binary attributes, whereas item response models yield a summary report on a latent continuous trait. To utilize the adva... (show all)

    Repeater Analysis for Combining Information From Different Assessments
    Posted on 2 Jun 2015 at 12:31 am
    by Shelby Haberman, Lili Yao
    Admission decisions frequently rely on multiple assessments. As a consequence, it is important to explore rational approaches to combine the information from different educational tests. For exampl... (show all)

    Consequential Validity of Accountability Policy: Public Understanding of Assessments
    Posted on 2 Jun 2015 at 12:20 am
    by Brewer, C., Knoeppel, R. C., Lindle, J. C.

    Educational accountability policy rests heavily on the assessments used to influence teaching, learning, and school improvement. A long-debated aspect of assessment use, consequential validity, pla...

    (show all)

    Kernel Equating Under the Non-Equivalent Groups With Covariates Design
    Posted on 1 Jun 2015 at 11:32 am
    by Wiberg, M., Branberg, K.

    When equating two tests, the traditional approach is to use common test takers and/or common items. Here, the idea is to use variables correlated with the test scores (e.g., school grades and other...

    (show all)

    Comparing the Two- and Three-Parameter Logistic Models via Likelihood Ratio Tests: A Commonly Misunderstood Problem
    Posted on 1 Jun 2015 at 11:32 am
    by Brown, C., Templin, J., Cohen, A.

    Selection of an appropriate item response model is critical in the measurement of latent examinee ability. The one-, two-, and three-parameter logistic (1PL, 2PL, and 3PL) models are nested, and as...

    (show all)

    Item Response Theory Models for Carry-Over Effect Across Different Scales
    Posted on 1 Jun 2015 at 11:32 am
    by Jin, K.-Y., Wang, W.-C.

    It is common in educational and psychological tests or social surveys that the same statement is judged on multiple scales. These multiple responses are linked by the same statement, which may caus...

    (show all)

    A Multilevel Higher Order Item Response Theory Model for Measuring Latent Growth in Longitudinal Data
    Posted on 1 Jun 2015 at 11:32 am
    by Huang, H.-Y.

    In educational and psychological testing, individuals are often repeatedly measured to assess the changes in their abilities over time or their latent trait growth. If a test consists of several su...

    (show all)

    Utilizing Response Times in Computerized Classification Testing
    Posted on 1 Jun 2015 at 11:32 am
    by Sie, H., Finkelman, M. D., Riley, B., Smits, N.

    A well-known approach in computerized mastery testing is to combine the Sequential Probability Ratio Test (SPRT) stopping rule with item selection to maximize Fisher information at the mastery thre...

    (show all)

    All Together Now: Measuring Staff Cohesion in Special Education Classrooms
    Posted on 27 May 2015 at 6:00 am
    by Kratz, H. E., Locke, J., Piotrowski, Z., Ouellette, R. R., Xie, M., Stahmer, A. C., Mandell, D. S.

    This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teache...

    (show all)

    Teachers Without Borders: Consequences of Teacher Labor Force Mobility
    Posted on 21 May 2015 at 3:25 pm
    by Bastian, K. C., Henry, G. T.

    Many states have responded to teacher shortages by granting certification to individuals traditionally prepared out-of-state; now, out-of-state prepared teachers comprise a sizable percentage of th...

    (show all)

    The Test-Optional Movement at America's Selective Liberal Arts Colleges: A Boon for Equity or Something Else?
    Posted on 21 May 2015 at 3:25 pm
    by Belasco, A. S., Rosinger, K. O., Hearn, J. C.

    The test-optional movement in the United States emerged largely in response to criticism of standardized admissions tests as inadequate and potentially biased measures of postsecondary promise. Alt...

    (show all)

    Can Retrieval Opportunities Increase Vocabulary Learning During Reading?
    Posted on 21 May 2015 at 4:41 am
    by Joe Barcroft
    Because reading for meaning only can lead to low rates of second language (L2) vocabulary learning and because previous research has demonstrated the benefits of word retrieval opportunities for in... (show all)

    A comparison of newly-trained and experienced raters on a standardized writing assessment
    Posted on 15 May 2015 at 2:39 am
    by Attali, Y.

    A short training program for evaluating responses to an essay writing task consisted of scoring 20 training essays with immediate feedback about the correct score. The same scoring session also ser...

    (show all)

    Teacher Effectiveness: An Analysis of Licensure Screens
    Posted on 14 May 2015 at 6:17 am
    by Shuls, J. V., Trivitt, J. R.

    Historically, the government has sought to improve the quality of the teacher workforce by requiring certification. Teachers are among the most licensed public personnel employees in the United Sta...

    (show all)

    The influence of training and experience on rater performance in scoring spoken language
    Posted on 14 May 2015 at 3:47 am
    by Davis, L.

    Two factors were investigated that are thought to contribute to consistency in rater scoring judgments: rater training and experience in scoring. Also considered were the relative effects of scorin...

    (show all)

    Predicting grades from an English language assessment: The importance of peeling the onion
    Posted on 13 May 2015 at 5:23 am
    by Bridgeman, B., Cho, Y., DiPietro, S.

    Data from 787 international undergraduate students at an urban university in the United States were used to demonstrate the importance of separating a sample into meaningful subgroups in order to d...

    (show all)