About
8
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Introduction
I am a PhD candidate at Michigan State University in the Second Language Studies program studying under Professor Paula Winke. My research interests are primarily in the area of language testing and second language acquisition. I am currently investigating the relationship between language proficiency and nonverbal behavior in L2 speaking tests.
Publications
Publications (8)
The effects of question or task complexity on second language speaking have traditionally been investigated using complexity, accuracy, and fluency measures. Response processes in speaking tests, however, may manifest in other ways, such as through nonverbal behavior. Eye behavior, in the form of averted gaze or blinking frequency, has been found t...
All communication entails moments of breakdown and repair. Research has shown that test-takers in oral proficiency interviews use both verbal and nonverbal behaviors to navigate these breakdowns, which may occur more often in online speaking tests than face-to-face settings. While individuals are often idiosyncratic in their baseline nonverbal beha...
In assessing speaking tests, three areas have proved a challenge for automated assessment: topic relevance, authentic engagement and task completion. Test taker responses are often not aligned with what the automated system expects. This talk proposes a theoretical model of where these three areas intersect and may provide support for automated ass...
This chapter examines issues and recommendations for the measurement of L2 writing ability. It first takes a close look at how SLA researchers and language testers have differentially defined the construct of L2 writing, thus questioning the underlying skills and abilities that researchers may desire to assess. The chapter also considers key featur...
An assumption underlying speaking tests is that scores reflect the ability to produce online, non-rehearsed speech. Speech produced in testing situations may, however, be less spontaneous if extensive test preparation takes place, resulting in memorized or rehearsed responses. If raters detect these patterns, they may conceptualize speech as inauth...
In second language (L2) performance testing, an underlying assumption is that test takers engage with the test task and respond in authentic, spontaneous L2 speech. By doing so they tap into cognitive and psychological processes that resemble those used in the real world. Raters may be sensitive to whether test takers are authentically engaged; how...
Improving language assessment literacy (LAL) of various test stakeholders, particularly teachers and raters, is increasingly viewed as necessary in language testing. However, while many research studies converge and agree there is a need for increased LAL (Harding & Kremmel, 2016; Popham, 2006), the practicalities of actually implementing workable...
