The 18th TSLL and 22nd MwALT Conference (2021)
Tentative Schedule
Please note that all times are in Central Daylight Time (CDT)
| Friday, October 8th | |||||||||||||||||||||
| Student Social Gatherings | |||||||||||||||||||||
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| 6:30-6:35 pm | Main Room | Announcement of Upcoming Sessions | |||||||||||||||||||
| Paper sessions | |||||||||||||||||||||
| 6:40-7:10 pm | Room 1 | Room 2 | Room 3 | ||||||||||||||||||
| Developing a local academic English listening test using authentic unscripted audio-visual texts
Yena Park Senyung Lee Sun-Young Shin |
How do linguistic characteristics affect the “listenability” of an audio? A machine learning approach
Alistair Van Moere Jing Wei Michael J. Fox |
An English placement test of oral communication in times of COVID-19
Agustinus Prasetyo Sondoss Elnegahy Haeun Kim Gary Ockey |
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| 7:15-7:45 pm | Thinking outside the box: Challenges to maintaining construct representation in a synchronous online oral communication test of academic English
Ananda Muhammad Jeanne Beck Haeyun Jin Gary Ockey |
An automated grammar checker vs. human raters in evaluating EFL learners’ writing
Junhee Park
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Exploring language teachers’ assessment practices and learners’ perceptions in online environments
Yunjung Nam
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| 7:50-8:20 pm | An innovative approach to assessing L2 learners’ oral communication skills in an ESP Context: A pilot study
Yasin Karatay |
Argument structure and quality as validity evidence for integrated writing assessment
Ping-Lin Chuang
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Technology-enhanced quality assurance in digital-first high-stakes language assessments
Manqian Liao Yigal Attali Alina von Davier |
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| Saturday, October 9th | |||||||||||||||||||||
| 8:30-8:40 am | Main Room | Opening | |||||||||||||||||||
| Plenary session | |||||||||||||||||||||
| 8:40-9:40 am | Main Room | Technology and testing: The future is here (Whether we like it or not)
Elvis Wagner |
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| Papers and Technology Demonstrations | |||||||||||||||||||||
| 9:45-10:15 am | Room 1 | Room 2 | Room 3 (Tech Demos) | ||||||||||||||||||
| Visible nonunderstanding: Multimodal repair in online L2 speaking tests
Dylan Burton |
Teaching assessment practices in an online EFL teacher training course
Renka Ohta Michael Suhan Jeremy Lee |
Delivering English speaking assessment through a web-based rater platform
April Melody Tan Elena Cotos Lily Compton |
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| 10:15-11:05 am | Coffee break | ||||||||||||||||||||
| 11:05-11:35 am | External rating scale analysis for ESL writing placement test
Olexandra Kostenko Mehrnoush Karimi Sara Cushing
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An investigation of the impact of jagged profile on L2 speaking test ratings: Evidence from rating and eye-tracking data
Wenyue Ma Paula Winke |
Utilizing Fligrid and Google Sites to provide teachers oral communication test practice options for K-12 students during the COVID-19 pandemic
Jeanne Beck |
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| 11:40-12:10 pm | A narrative synthesis of assessment research on languages other than English: Identifying unique assessment issues
Melissa A. Bowles Xun Yan Margaret Malone
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The interaction between language proficiency profile and L1 background: Implications for language assessment literacy development in graduate admissions
Sharareh Taghizadeh Vahed |
Pitch Noodle: A computer assisted pronunciation training application for intonation and pitch learning
April Melody Tan |
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| 12:10-1:15 pm | Lunch | ||||||||||||||||||||
| Faculty-led Social Sessions | |||||||||||||||||||||
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| Poster sessions | |||||||||||||||||||||
| 1:15-2:00 pm | Room 1 | Room 2 | Room 3 | ||||||||||||||||||
| The role of face coverings on native and nonnative raters’ perception of speech
Agata Guskaroska Emily Dux Speltz April Melody Tan Erik Goodale Sebnem Kurt |
Principles of transforming tests for at-home options: Logistics, ethics, and equity
Margaret Malone Camelot Marshall Reuben Vyn |
Developing an educator-friendly assessment use argument to enhance educators’ language assessment literacy
Ahyoung Alicia Kim Shireen Baghestani David MacGregor Pauline Ho |
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| Room 4 | Room 5 | Room 6 | |||||||||||||||||||
| Using eye-tracking technology to validate reading tests: The opportunities and the obstacles
Nicola Latimer |
Exploring the underlying constructs of L2 lexical collocation knowledge
Senyung Lee |
Using discourse-based analysis to examine evaluation inference in an integrated listen and speak test
Leyla Karatay |
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| Room 7 | Room 8 | Room 9 | |||||||||||||||||||
| Vocabulary profiling of Polish “Matura”: Corpus-based inquiry into content validity for high-stakes central European state ESL examination
Daniil M. Ozernyi |
Identifying assessment literacy competencies for parents of English learners: An exploratory case study approach
Monique Yoder |
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| Papers and Technology Demonstrations | |||||||||||||||||||||
| 2:05-2:35 pm | Room 1 | Room 2 | Room 3 (Tech Demo) | ||||||||||||||||||
| Gazing into cognition: Eye behavior in online L2 speaking tests
Dylan Burton
MwALT Best Paper Award 2021 |
The impact of question preview on notetaking in listening assessment
Rebecca Yeager Zachary Meyer |
Strategies for remote language testing: Lessons learned and practical insights
Rurik Tywoniw Ping-Lin Chuang Yuyun Lei Huiying Cai Seungho Jang Xun Yan |
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| Paper Sessions | |||||||||||||||||||||
| 2:40-3:10 pm | Room 1 | Room 2 | Room 3 | ||||||||||||||||||
| Strategic competence in OPI role-plays: What might linguistic laypeople be attending to?
Stephen O’Connell Steven Ross |
Do we take the meaning of “validity” for granted? Examining how language testers communicate about validity in research articles
Haeun Kim Roz Hirch Shireen Baghestani Haeyun Jin Ananda Muhammad Liberato Silva dos Santos Yasin Karatay Agustinus Prasetyo |
Investigating item characteristics of elicited imitation for complexity, accuracy, and fluency: A random forest approach
Ji-young Shin |
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| 3:10-3:30 pm | Break | ||||||||||||||||||||
| Research in progress sessions | |||||||||||||||||||||
| 3:30-4:20 pm | Room 1 | Room 2 | Room 3 | ||||||||||||||||||
| Scenario-based language assessment: Developing a computer-based language assessment literacy test
Agustinus Prasetyo |
AS-unit coding considerations for K-12 assessment settings: Rethinking guidelines for coding
Gordon Blaine West Jason Kemp |
Instructor perception of incorporating writing process data in learning-oriented assessment
Kate Challis Emily Dux Spiltz |
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| Room 4 | Room 5 | Room 6 | |||||||||||||||||||
| Developing C-tests: Process and procedures for development and alignment to existing tests
Margaret Malone Megan Montee |
The use of TOEFL in admissions decisions: Stakeholder perceptions
Sara Cushing Yunjung Nam Yi Tan |
Examinee’s perceptions of test environment through the lens of a pandemic
Sondoss Elnegahy Shamini Shetye Haley Copenhaver |
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| Paper sessions | |||||||||||||||||||||
| 4:25-4:55 pm | Room 1 | Room 2 | Room 3 | ||||||||||||||||||
| What test-takers’ online response processes can tell us about C-test item writing
Monique Yoder |
Methodological synthesis of research on visuals in L2 listening assessment
Ruslan Suvorov Shanshan He |
A conversation analysis of the turn taking features in discussion tasks in an oral English test
Jeanne Beck Sondoss Elnegahy |
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| 5:00-5:30 pm | This is a test! 10 checks on transparency in language testing research
Paula Winke |
Balancing principles and practicality: Remote delivery of an English placement test of writing
Jim Ranalli Reza Neiriz Shireen Baghestani |
Examining the instructional influence on lexical diversity in written and spoken discourses
Marian Pan Xun Yan Richard C. Anderson |
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| 5:35-5:45 pm | Main Room | Closing | |||||||||||||||||||