Language Assessment - Principles
| Hello from the other side: How candidates perceive a high-stakes test | |
| MEGAN YUCEL |
| The Island Ridge Curve (IRC): A theoretical model mapping the interaction between strategic competence and language proficiency | |
| Yuyang Cai, Antony John Kunnan |
| Distinguishing language ability from the context in an EFL speaking test | |
| Hongwen Cai |
| Enhancing teachers’ language assessment literacy from a praxis perspective | |
| Jessica Wu, Anita Lin, Judy Lo |
| The validity of TOEIC® Speaking and Writing test scores: Evidence from users of ELF in the international workplace | |
| Jonathan Schmidgall |
| Washback to language teachers: a review of models and empirical research in and beyond Vietnam | |
| Thu Minh Dinh |
| An investigation of the relationship between writing proficiency level and the strategic behaviours involved in integrated listening- and reading-to-write performances | |
| Sally O'Hagan, Ute Knoch, Michelle Czajkowski, Susy Macqueen |
| Responding to a TOEFL integrated speaking task: mapping test taker strategic behaviours and performance content | |
| Kellie Frost, Josh Clothier, Gillian Wigglesworth |
| What summarising skills are we assessing? Rater perspectives on reading-into-writing and listening-into-writing performances | |
| Lyn May, Sathena Chan |
| An application of the construct modeling approach to align the Thai national English test items with the CEFR levels | |
| Weeraphat Suksiri, Jirada Wudthayagorn |
| Interactional competence: Can this construct be operationalized in computer-based speaking tests? | |
| Noriko Iwashita, Lyn May, Paul Moore |
| Real-world use of English as a Lingua Franca (ELF) and pronunciation assessment: a validity argument. | |
| Sheryl Cooke |
| Comparing raters: Investigating the effects of listener background on English speech comprehensibility ratings. | |
| Philip Head, Noriko Yamane, Jon Clenton, Masahiro Shinya |
| The role of learning-oriented assessment in improving expected learning outcomes of students | |
| Quy Huu NGUYEN |
| Be specific: A Bayesian analysis of informational density in an integrated writing task in an academic English test | |
| Yuanyue Hao |
| Fairness perceptions of language classroom assessment | |
| Matthew P Wallace, Jupiter Si Weng Ng |
Language Assessment - Policies
| EFL writing assessment in Vietnam: From national policy to institutional practice | |
| Xuan Minh Ngo |
| Uncovering the Inner-Workings of the Washback on Learning Construct: A study of Hong Kong Learners’ Reactions to a Graded Approach to English Language Testing | |
| Chi Lai Tsang, Talia Isaacs |
| Fairness in College Entrance Exams in Japan and the Planned Use of External Tests in English | |
| Yuko Butler, Masakazu Iino |
| Responding to China’s growing need for graduates with advanced, specialized English Proficiency | |
| Liz Hamp-Lyons, Wenxia Zhang, Emma Bruce |
| The role of learners’ test perception in forming English learning habits: A structural equation model approach | |
| aala2019 Conf |
| Writing Course Assessments and Cheating in Kuwait | |
| robert kirkpatrick |
| Administrators' and teachers' perceptions of changes in assessment of undergraduates' English learning outcomes at a Vietnamese university | |
| Thu Minh Dinh, Nguyen Thi Hien |
| Fairness of the New Entrance Examination for Universities in Japan in Terms of Test Site Capacity and Household Burden | |
| Yuichiro Yokouchi |
Language Assessment - Practices
| Dr. | |
| Stephanie Rummel |
| Syntactic Complexity in Integrated Writing Tasks | |
| zaha Munahi alanazi |
| Examining the washback effects of the General Secondary English Test on teaching and learning in Vietnam: An inter-linked study | |
| Chi-Duc Nguyen, Hong-Van Thi Nguyen |
| The use of audiovisual input in integrated academic speaking tasks: Effects and implications | |
| Ching-Ni Hsieh, Larry Davis |
| The Mediating Effect of Listening Metacognitive Awareness between Listening Test Anxiety and Listening Test Performance | |
| Jian Xu |
| What teachers think about assessment and how it influences their classroom-based assessment practices – the results of a global survey | |
| Susan Sheehan |
| Exploring potential relationships between vocabulary knowledge and fluency measures: a task-based approach | |
| Dion Clingwall |
| Classroom Assessment Practices and the Impact on Self-directed EFL Learning | |
| Shu-Chen Huang |
| Using Graph Description Tasks to Assess L2 Speaking Skills | |
| Heng-Tsung Danny Huang, Shao-Ting Alan Hung |
| Voices from teacher-raters in scoring speaking performances in a high-stakes localised test of English proficiency | |
| Thuy Ha Lam Thai |
| Title: Improving learning from feedback in university-level language programs | |
| Ana Maria Ducasse |
| Eye-Tracking Study on Cognitive Processing of Reading Used for Comprehension and Summarization on TOEFL iBT® | |
| Mikako Nishikawa |
| Developing learning-oriented assessment resources for peer interaction speaking tasks | |
| Daniel M K Lam, Lyn May, Fumiyo Nakatsuhara, Evelina Galaczi |
| Qualitative analysis on Taiwanese EFL learners’ writing difficulties | |
| Naihsin Li, Jessica Wu |
| The Effect of Metacognitive Strategy Use on L2 Writing Test Performance | |
| Cecilia Guanfang Zhao, Linyu Liao |
| Stakeholders’ Perceptions of IELTS Writing and Speaking Tests and their Impact on Communication and Achievement | |
| Annita Stell, Noriko Iwashita |
| 1. Towards constructing a deep word knowledge test for advanced learners of Vietnamese using Vietnamese WordNet | |
| Phan Trang, Tinh Nguyen |
| The English Language Reform in Malaysia: The Alignment of the English Exams to the Common European Framework of Reference for Languages (CEFR) | |
| Ardeshir Geranpayeh, Rahimah Adam |
| Research Fellow Language Testing Research Centre (LTRC) School of Languages and Linguistics | |
| Wang Li, Fan Jason |
| Phân tích đề thi đánh giá năng lực tiếng Trung Quốc nhằm xác định chuẩn đầu ra bậc 5 dành cho sinh viên khoa Ngôn ngữ và văn hoá Trung Quốc Trường Đại học Ngoại ngữ- ĐHQGHN | |
| dinh hong thu |
| Assessment literacy as a basis for benchmarking assessment procedure for university foreign language programs | |
| Noriko Iwashita, Kayoko Hashimoto |
| THE USE OF PORTFOLIO AS AN EFFECTIVE ASSESSMENT TO IMPROVE PUBLIC SPEAKING SKILL | |
| Thuy Cam Ngo |
| An assessment of vocabulary knowledge of Vietnamese EFL learners | |
| Duy Van Vu, Nhung Cam Nguyen |
| A sociocultural inquiry into assessment literacy development of EFL English teachers: Perspectives toward Taiwan’s 12-Year Basic Education Curricula | |
| Yu-Ting Kao |
| Evaluating rater consistency in writing tasks of ETIC Advanced: A validation study based on AUA | |
| Kaizhou Luo, Jiayu Wang |
| Building an Assesment Rubric for the Facebook's Closed Group Project in American Foreign Policy after WW2 Course | |
| Anh Hai Hoang |
| The Effect of Intensive Test Preparation on Test-Takers’ Performance in the IELTS Test: The Case of Scholarship Grantees in Indonesia | |
| Dang Arif Hartono |
| Identifying Benefits from READS: A System Intended to Demystify Students' Reading Comprehension Ability | |
| LIN SIEW ENG, Abdul Rashid Mohamed, Shaik Abdul Malik Mohamed Ismail |
| Investigating the Dichotomous Diagnostic Scores of a Locally-Developed Rating Scale for Ongoing EFL Writing Assignment Assessment: A Generalizability Theory Analysis | |
| Apichat Khamboonruang |
| Situating learning-oriented assessment in the Singapore Secondary Chinese Language classroom | |
| Kwong Tung Chan, Siew Hoon Kwek |
| EA06-Zachary R. Hooker - AALA 2019 Abstract Submission | |
| aala2019 Conf |
| Self- and Teacher-assessment of English Group Discussion: A Case of Chinese EFL Learners | |
| aala2019 Conf |
| Assessing Young Learners: Language Assessment Literary of Elementary School Teachers | |
| Ximei Li |
| Assessing EFL College Learners Speaking Competence: An Interactionist Approach to Group Dynamic Assessment | |
| Hsin-Chieh Wang, Yu-Ting Kao |
| Ms. | |
| Lan Thuy Le |
| Examining score consistency of IELTS across testing sites using CTT and G Theory | |
| Linyu Liao |
| THE IMPACT OF PROBLEM-BASED HOTS-REQUIRED FORMATIVE ASSESSMENT TASKS ON STUDENTS’ LEARNING OF LINGUISTICS | |
| Nguyễn Thị Minh Tâm |
| Assessing Interlingual Errors in MA's Students' Descriptive Essays: The Case of Error Classification | |
| Bahman Gorjian |
| Student Response s to Writing Tasks: Implications for Differentiated Teaching and Assessment | |
| Dennis Alonzo |
| The washback effect of a language test and a project as perceived by seventh graders: the case of Chile | |
| Mauricio Véliz-Campos |
| A Rhetorical Structure Analysis of Japanese Students’ Written Products by Applying the Toulmin Model of Argument to English Writing Instruction | |
| Kana Matsumura |
| Using automated writing evaluation as a diagnostic assessment tool in Chinese EFL writing instruction: A mixed-method study | |
| Sha Liu |
| Lecturer | |
| Hien Thu Dinh |
| Impact of raters’ perceptions of the tested construct on rating | |
| Phuc Diem Le |
| The alignment between assessment and the intended learning outcomes: A case study at a Vietnam public university | |
| Ngoc Thi Bich Tran, Loan Thi Phuong Hoang, Phuong Thi Dao |
| Mobile-mediated Learning-Oriented Assessment: Tag-Talk —“Who’s it?” “I’m it.” | |
| Hee-eun Kim |
| Language assessment literacy training: Reflection of a five-year-old course of English language assessment for pre-service teachers in Vietnam. | |
| Phạm Thị Thu Hà, Mai Thu Dương |
| Using Multiple Approaches to Examine the Dependability of High School Writing Assessment in Hanoi, Vietnam | |
| Khue Le |
| Associate Professor | |
| Lifang Yang |
| Managing feedback on IELTS writing portfolios: an implementation of written corrective feedback research | |
| aala2019 Conf |