Presentations and Authors


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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