Academic literature on the topic 'L2 assessment'
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Journal articles on the topic "L2 assessment"
Dion, Sheri. "L2 French Writing Assessment: A Methodological Critique." Journal for Language Teaching 53, no. 2 (March 3, 2021): 11–25. http://dx.doi.org/10.4314/jlt.v53i2.1.
Full textKushki, Ali, and Hossein Nassaji. "L2 Reading Assessment from a Sociocultural Theory Perspective: The Contributions of Dynamic Assessment." Education Sciences 14, no. 4 (March 24, 2024): 342. http://dx.doi.org/10.3390/educsci14040342.
Full textStoynoff, Stephen. "Research agenda: Priorities for future research in second language assessment." Language Teaching 45, no. 2 (February 24, 2012): 234–49. http://dx.doi.org/10.1017/s026144481100053x.
Full textKamalvand, Ajad, and Mohammad Javad Mohammadi. "Evaluating Iranian L2 Teachers’ Assessment Literacy for L2 Pragmatics by Applying the CEFR’s Pragmatic Competence Model: Possible Sociocultural-Informed Solutions." MEXTESOL Journal 48, no. 2 (April 28, 2024): 1–9. http://dx.doi.org/10.61871/mj.v48n2-4.
Full textIsaacs, Talia, and Luke Harding. "Pronunciation assessment." Language Teaching 50, no. 3 (May 31, 2017): 347–66. http://dx.doi.org/10.1017/s0261444817000118.
Full textDucasse, Ana Maria. "Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context." Languages 7, no. 1 (January 29, 2022): 26. http://dx.doi.org/10.3390/languages7010026.
Full textChandio, Muhammad Tufail, and Saima Jafferi Jafferi. "Teaching English as a Language not Subject by Employing Formative Assessment." Journal of Education and Educational Development 2, no. 2 (February 8, 2016): 151. http://dx.doi.org/10.22555/joeed.v2i2.444.
Full textHe, Ling. "Direct assessment of second language writing: Holistic and analytic scoring." Westcliff International Journal of Applied Research 2, no. 1 (April 1, 2018): 37–48. http://dx.doi.org/10.47670/wuwijar201821lh.
Full textHuang, Heng-Tsung Danny. "Test-Taking Strategies in L2 Assessment." Perceptual and Motor Skills 123, no. 1 (July 28, 2016): 64–90. http://dx.doi.org/10.1177/0031512516660699.
Full textLi, Mimi. "Leveraging ChatGPT for Second Language Writing Feedback and Assessment." International Journal of Computer-Assisted Language Learning and Teaching 14, no. 1 (November 15, 2024): 1–11. http://dx.doi.org/10.4018/ijcallt.360382.
Full textDissertations / Theses on the topic "L2 assessment"
Kenworthy, Roger C. "Lexical signatures in the assessment of L2 writing." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678566.
Full textIwamoto, Noriko. "Effects of L2 Affective Factors on Self-Assessment of Speaking." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/317188.
Full textPh.D.
This study was an investigation of the validity of students' self-assessment of L2 oral performance, the influences of L2 affective variables on their self-assessment bias, and the degree to which the influences of L2 affective variables differ between high and low proficiency learners. The participants were 389 science majors from two private Japanese universities. A questionnaire was administered using items based on the Attitude/Motivational Test Battery (Gardner, 1985), the Foreign Language Classroom Anxiety Scale (Horwtiz et al., 1986), the Rosenberg Self-Esteem Scale (Rosenberg, 1965), Sick and Nagasaka's (2000) Willingness to Communicate Scale, and items designed to measure motivation adapted from Gardner, Tremblay, and Masgoret (1997), Yashima (2002), Irie (2005), and Matsuoka (2006). A factor analysis identified seven factors in the questionnaire data: Self-Esteem, L2 Speaking Anxiety, L2 Willingness to Communicate, Attitude Toward Learning to Speak English, L2 Speaking Motivational Intensity, Desire to Learn to Speak English, and L2 Speaking Self-Confidence. The scales were further validated using the Rasch rating scale model. Student oral interviews were recorded and rated by five English teachers using an oral assessment scale based on the Kanda English Proficiency Test (Bonk & Ockey, 2003).Immediately after the interviews were completed, the participants were asked to consider how they perceived their own speaking performance and they rated their own performance from their memory using the same oral assessment scale that the teacher raters used. The oral assessment scale included the descriptions of the oral performances that match each level. The participants read the descriptions of each level and chose a level that they thought matched their own performance. The study produced four main findings. First, a multi-faceted Rasch analysis revealed that the participants rated their own L2 speaking more severely than the teacher raters and that the students' self-assessments were neither reliable nor consistent. Second, self-assessment bias measures were calculated and used to test a hypothesized structural model of how affective factors influenced self-assessment bias. The hypothesized model showed poor fit to the data, possibly due to the poor reliability of the self-assessment measures. Multiple regression analyses conducted as a follow-up analysis revealed that participants with greater Desire to Learn to Speak English tended to underestimate and those with greater L2 Speaking Self-Confidence tended to overestimate their own speaking performance. Third, 106 participants whose self-ratings were similar to the teachers' ratings were compared with other students in order to examine their distinctive features. However, no significant differences in L2 oral proficiency or affective variable measures were found between the two. Therefore, those whose self-assessments agreed with teachers could have resulted in some agreements that occurred by chance alone. Finally, 100 higher proficiency students were compared with 100 lower proficiency students and the results showed that the higher proficiency students with greater Desire to Learn to Speak English generally underestimated their L2 speaking proficiency, while those with higher Self-Esteem and greater L2 Speaking Self-Confidence tended to overestimate it. Lower proficiency students with greater L2 Speaking Self-Confidence tended to overestimate their L2 speaking proficiency. The results suggest that the self-assessment of L2 speaking might not be a sufficiently reliable or consistent assessment tool. Therefore, if teachers are considering including self-assessment in a speaking class, self-assessment training should be conducted. Additionally, giving L2 learners more opportunities to speak the L2 can help them notice gaps between their productions and those of proficient speakers, which might lead to more accurate self-assessment. Second, although some studies utilized only one teacher-rater, five teacher raters in this study displayed a great deal of diversity and exhibited unique bias patterns, so multiple raters should be employed and Facets analyses should be employed because the multi-faceted Rasch model provides person ability estimates that are adjusted for rater bias. Finally, the use of multi-faceted Rasch analysis is useful for examining oral data because unlike raw scores, multi-faceted Rasch analysis provides detailed information concerning speaker ability, rater severity, and category difficulty. Moreover, while most researchers have utilized self-assessment raw scores, in this study bias measures of self-assessment were calculated using Facets, which indicated that the bias measures produced different outcomes compared with self-assessment scores.
Temple University--Theses
Ivarsson, Emma, and Malin Palm. "Listening Strategies in the L2 Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33820.
Full textTheron, Janina. "Pragmatic assessment of schizophrenic bilinguals' L1 and L2 use : a comparison of three assessment tools." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1783.
Full textENGLISH ABSTRACT: The term "schizophrenia" refers to a psychiatric condition which affects an individual's thought and speech (Eaton and Chen 2006). The verbal expression of schizophrenics can therefore be used as a tool for insight into the nature of schizophrenia as well as the cognitive processes of schizophrenics (Wróbel 1990:1). This thesis reports on a comparative evaluation of three pragmatic assessment tools, namely the Pragmatic Protocol (Prutting and Kirchner 1987), the Profile of Communicative Appropriateness (Penn 1985), and the Framework for Assessing (Children's) Conversational Skills (Rumble 1988), in order to establish which of these tools is most suitable for assessing the first language (L1) and second language (L2) pragmatic abilities of late bilingual schizophrenics. Four late bilingual schizophrenic patients participated in this study. A thirty minute informal interview was conducted with each of the participants in both their L1 and L2 and the speech samples were transcribed and then analysed by means of each of the pragmatic assessment tools. A careful examination of the results yielded by the three assessment tools, showed, firstly, that when presenting the results of a pragmatic assessment of schizophrenic speech, it is crucial that both quantitative and qualitative information be included: if the latter is excluded, a significant amount of information is hidden from the clinicians and/or linguists doing the assessment, as well as the people to whom they report their findings. Secondly, with respect to the characteristics of schizophrenic speech, the three instruments used in this study show that whereas most of the aspects of schizophrenics' linguistic abilities seem intact, their pragmatic skills are definitely impaired. Thirdly, regarding differential symptomatology in bilingual schizophrenics, this study concludes that none of the three assessment tools contributes to a better understanding of this phenomenon, and that, in fact, it is highly unlikely that any pragmatic assessment tool would be able to capture this phenomenon. Finally, it is recommended that clinicians assess bilingual patients in both languages, whenever possible, in order to determine the full range of symptoms experienced by the patient, to gain a better indication of the severity of the illness and to track the progress of the illness.
AFRIKAANS OPSOMMING: Die term "skisofrenie" verwys na 'n psigiatriese toestand wat 'n individu se denkprosesse en spraak beïnvloed (Eaton en Chen 2006). Die verbale uitinge van skisofrene kan dus gebruik word om insig oor die aard van skisofrenie, sowel as die kognitiewe prosesse van skisofrene, te verkry (Wróbel 1990:1). Hierdie tesis lewer verslag oor 'n vergelykende evaluering van drie pragmatiese assesseringsinstrumente, naamlik die "Pragmatic Protocol" (Prutting en Kirchner 1987), die "Profile of Communicative Appropriateness" (Penn 1985), en die "Framework for Assessing (Children's) Conversational Skills" (Rumble 1988), om sodoende vas te stel watter een van hierdie drie die mees gepaste instrument is vir die assessering van tweetalige skisofrene se pragmatiese vaardighede in hul eerstetaal (T1) en tweedetaal (T2), spesifiek in gevalle waar die T2 later (d.w.s. nie binne die eerste sewe lewensjare nie) verwerf is. Vier sulke tweetalige skisofrene het deelgeneem aan die studie. Daar is met elkeen van die deelnemers 'n informele onderhoud gevoer vir 30 minute in hul T1, gevolg deur 30 minute in hul T2. Die onderhoude is getranskribeer en daarna geanaliseer deur middel van elk van die drie assesseringsinstrumente. 'n Noukeurige ondersoek en vergelyking van die resultate van die drie instrumente het eerstens getoon dat dit belangrik is om die resultate van 'n pragmatiese analise van skisofreniese spraak op beide 'n kwantitatiewe en kwalitatiewe wyse aan te bied: wanneer kwalitatiewe inligting weggelaat word, bly 'n betekenisvolle hoeveelheid van die informasie verborge vir die klinici en/of taalwetenskaplikes wat die assessering doen, asook die mense aan wie hulle hulle bevindinge rapporteer. Tweedens, met betrekking tot die eienskappe van skisofreniese spraak, wys die drie instrumente wat in hierdie studie gebruik is dat alhoewel meeste aspekte van skisofrene se taalvaardighede ongeskonde is, hulle pragmatiese vaardighede ooglopend aangetas is. Derdens, rakende differensiële simptomatologie in tweetalige skisofrene kom hierdie studie tot die gevolgtrekking dat geen van die drie instrumente bydra tot 'n beter begrip van hierdie verskynsel nie, en dat dit selfs hoogs onwaarskynlik is dat enige pragmatiese assesseringsinstrument hierdie verskynsel sou kon vaslê. Uiteindelik word daar aanbeveel dat klinici, wanneer dit ookal moontlik is, tweetalige pasiënte in beide tale behoort te assesseer om sodoende die volledige reeks van simptome wat 'n pasiënt ervaar vas te stel, om 'n beter aanduiding te bekom oor die erns van die siekte, en om die progressie van die siekte te volg.
Saito, Yukie. "Effects of Prosody-Based Instruction and Self-Assessment in L2 Speech Development." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/597863.
Full textPh.D.
The main purpose of this study was to investigate the effects of form-focused instruction (FFI) on prosody with or without self-assessment on the prosodic and global aspects of L2 speech by Japanese EFL learners using a pre-post design. In addition, native English speaking (NS) and non-native English speaking (NNS) raters with high levels of English proficiency were compared to examine the influence of raters’ L1 backgrounds on their comprehensibility ratings. Sixty-one Japanese university students from four intact English presentation classes participated in the study. The comparison group (n = 16) practiced making one-minute speeches in class (45 minutes x 8 times) without explicit instruction on prosody, while the two experimental groups (n = 17 for the FFI-only group; n = 28 for the FFI + SA group) received FFI on word stress, rhythm, and intonation, practiced the target prosodic features in communicative contexts, and received metalinguistic feedback from the instructor. In total, the experimental groups received six-hours of instruction in class, which was comparable to the comparison group. Additionally, the experimental groups completed homework three times; only the FFI + SA group recorded their reading performance and self-assessed it in terms of word stress, rhythm, and intonation. Three oral tasks were employed to elicit the participants’ speech before and after the treatment: reading aloud, one-minute speech, and picture description. The speech samples were rated for comprehensibility by NS and NNS raters and were also analyzed with four prosodic measurements: word stress, rhythm, pitch contour, and pitch range. Instructional effects on prosody were observed clearly. The FFI-only group improved their controlled production of rhythm and pitch contour, while the FFI + SA group significantly improved all of the prosodic features except pitch range. Moreover, the instructional gains for the FFI + SA group were not limited to the controlled task but transferred to the less-controlled tasks. The results showed differential instructional effects on the four prosodic aspects. The FFI in this study did not help the participants widen their pitch range. The FFI on prosody, which was focused on the cross-linguistic differences between Japanese and English, tended to be more effective in terms of improving rhythm and pitch contour, which were categorized as rule-based, than an item-based feature, word stress. The study offered mixed results regarding instructional effects on comprehensibility. The FFI-only group did not significantly improve comprehensibility despite their significant prosodic improvements on the reading aloud task. Their significant comprehensibility growth on the picture description task was not because of the development of prosody, but of other linguistic variables that influence comprehensibility such as speech rate. The FFI + SA group made significant gains for comprehensibility on the three tasks, but the effect sizes were small. This finding indicated that the effects of FFI with self-assessment on comprehensibility were limited due to the multi-faceted nature of comprehensibility. The data elicited from the post-activity questionnaires and students’ interviews revealed that not all the participants in the FFI + SA group reacted positively to the self-assessment practice. Individual differences such as previous learning experience and self-efficacy appeared to influence the learners’ perceptions of the self-assessment practice and possibly their instructional gains. The two groups of raters, L1 English raters (n = 6) and L2 English raters with advanced or native-like English proficiency (n = 6) did not differ in terms of consistency and severity. These findings indicated that NNS raters with high English proficiency could function as reliably as NS raters; however, the qualitative data revealed that the NS raters tended to be more sensitive to pronunciation, especially at the segmental level, across the three tasks compared to the NNS raters. This study provides evidence that FFI, especially when it is reinforced by self-assessment, has pedagogical value; it can improve learners’ production of English prosody in controlled and less-controlled speech, and these gains can in turn contribute to enhanced L2 comprehensibility.
Temple University--Theses
Carraro, Jessica <1984>. "The L2 Students’ Perception of Assessment in an Academic Context: a Case Study." Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/3985.
Full textPan, Xiaofei. "Investigating the development of syntactic complexity in L2 Chinese writing." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6242.
Full textKobylyanskaya, Sofiya. "Towards multimodal assessment of L2 level : speech and eye tracking features in a cross-cultural setting." Electronic Thesis or Diss., université Paris-Saclay, 2024. http://www.theses.fr/2024UPASG111.
Full textIn recent years, the world of education has undergone critical changes, especially with the system’s massive digitalization in 2020, as well as the advancement of generative AI technologies. LeCycl "Learning Cyclotron" (Vargo et al., 2023) project is a part of this scientific trend and its aim is to accelerate the knowledge flow. It takes into consideration 3 main processes of learning: perception, mastering and transfer. This thesis, as part of the LeCycl project, focuses on exploring second language (L2) oral reading strategies and analyzing difficulties faced by representatives of different cultures and their techniques of coping with them. For this purpose, we are relying on multimodal cues including speech and eye tracking, as well as an original protocol that introduces nudges (represented by comic books) for the cultural adaptation (Hutin et al., 2023). For this purpose, we developed a protocol involving the collection of readingaloud data from both native and non-native English speakers (French and Japanese speakers) (Kobylyan- skaya, 2022). We analyzed speakers’ performance through acoustic and linguistic measures (phoneme realization, prosody and disfluencies such as pauses, hesitations, truncations), as well as eye movement measures (El Baha et al. 2022; Kobylyanskaya et al., 2023). Then, we used machine learning methods to define the speaker’s L2 level based on the extracted measures. Finally, we evaluate the contribution of comic books images on speakers’ oral reading performance. The results highlight that the representatives of different cultures face different challenges when reading in a foreign language and employ different strategies to overcome them, which are translated both at verbal and ocular levels. Our results underline the need for culturally adapted learning tools and the challenges involved in developing them
Son, Min Hye. "Examining Rater Bias in Elicited Imitation Scoring: Influence of Rater's L1 and L2 Background to the Ratings." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2263.
Full textNeumann, Heike. "What's in a grade? A mixed methods investigation of teacher assessment of grammatical ability in L2 academic writing." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103454.
Full textCette recherche s'intéresse à la façon d'évaluer les compétences grammaticales dans les cours universitaires d'écriture langue seconde (L2). Selon la littérature, les compétences grammaticales comprennent la syntaxe et la morphologie (Purpura, 2004; Weigle, 2002) de même que les formes lexicales, la cohésion et la gestion de l'information au niveau sous-phrastique, phrastique et supra-phrastique (Purpura, 2004). Par conséquent, les professeurs d'écriture devraient, lors de l'étude de textes en L2, miser sur la morphosyntaxe et sur d'autres aspects grammaticaux utiles à l'organisation de l'information et assurant la cohésion au niveau de la phrase, du paragraphe et du texte. En s'appuyant sur une approche méthodologique mixte (Creswell & Plano Clark, 2007), utilisant une triangulation de données qualitatives et quantitatives, cette recherche vise à déterminer quels sont les indicateurs de performance grammaticale sur lesquels s'appuient les professeurs d'écriture (n = 2) lorsqu'ils évaluent les compositions de leurs étudiants (n = 33). Les étudiants de l'échantillon étaient inscrits à une université canadienne anglophone et suivaient un cours d'anglais de niveau intermédiaire ou avancé. D'autre part, cette recherche a pour objectif de déterminer à quel point l'apprentissage des étudiants est influencé par les critères d'évaluation de leur professeur. Dans la première partie de la recherche, les compositions des étudiants et les notes de grammaire données par le professeur ont été collectées et analysées quantitativement, en utilisant des mesures de justesse et de complexité grammaticales comme indicateurs de la compétence morphosyntaxique. Elles ont également été analysées qualitativement dans un cadre linguistique systémique fonctionnel afin de déterminer la compétence des étudiants à gérer l'information dans leurs textes. Dans la seconde partie de la recherche, des questionnaires ont été administrés aux étudiants et certaines entrevues ont été menées afin d'évaluer la connaissance qu'avaient les étudiants des critères d'évaluation de leur professeur en ce qui a trait à la grammaire. Dans la troisième partie, les professeurs ont été interviewés au sujet de leurs critères et priorités dans l'évaluation de la grammaire. Enfin, les résultats des trois parties et des quatre sources d'informations ont été réunis afin d'en arriver à une interprétation globale des conclusions. Les résultats révèlent que les professeurs d'écriture priorisent surtout la justesse grammaticale lorsqu'ils évaluent les compétences grammaticales de leurs étudiants. Par conséquent, les professeurs d'écriture semblent s'appuyer sur une définition plus limitée de la compétence grammaticale dans l'évaluation des textes de leurs étudiants que ce qui est défini par la littérature à ce sujet, ce qui a nécessairement un effet sur la façon d'apprendre des étudiants qui suivent des cours d'écriture. Cette thèse se termine par une discussion qui met en lumière ce qu'impliquent ces résultats et où sont émises certaines recommandations au sujet de l'évaluation en écriture dans un cours de L2.
Books on the topic "L2 assessment"
Green, Anthony. L2 Writing Assessment. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15011-1.
Full textLee, Icy. Classroom Writing Assessment and Feedback in L2 School Contexts. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3924-9.
Full textMcCallum, Lee, and Christine Coombe, eds. The Assessment of L2 Written English across the MENA Region. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53254-3.
Full textservice), SpringerLink (Online, ed. Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development. Boston, MA: Springer Science + Business Media, B.V, 2008.
Find full textD, Chung B., Kim H. J, Hanʾguk Wŏnjaryŏk Anjŏn Kisurwŏn, and U.S. Nuclear Regulatory Commission. Office of Nuclear Regulatory Research, eds. Assessment of RELAP5/MOD2, cycle 36.04 using LOFT immediate break experiment L2-1. Washington, DC: U.S. Nuclear Regulatory Commission, 1992.
Find full textU.S. Nuclear Regulatory Commission. Office of Nuclear Regulatory Research and Ho neng yen chiu so, eds. Assessment of RELAP5/MOD2 using LOCE large break loss-of-coolant experiment L2-5. Washington, DC: U.S. Nuclear Regulatory Commission, 1992.
Find full textGreen, Anthony. L2 Writing Assessment: An Evolutionary Perspective. Springer International Publishing AG, 2023.
Find full textL2 Writing Assessment: An Evolutionary Perspective. Springer International Publishing AG, 2023.
Find full textPolat, Nihat. L2 Learning, Teaching and Assessment: A Comprehensible Input Perspective. Multilingual Matters, 2016.
Find full textKrzeminska-Adamek, Malgorzata. Receptive and Productive L2 Vocabularies: Acquisition, Growth and Assessment. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2019.
Find full textBook chapters on the topic "L2 assessment"
Ferris, Dana R., and John S. Hedgcock. "Classroom Assessment of L2 Writing." In Teaching L2 Composition, 275–333. 4th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003004943-6.
Full textLu, Yang. "Construct for L2 assessment." In Assessing Learners’ Competence in L2 Chinese 二语汉语能力测试, 7–24. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315167923-2.
Full textHedgcock, John S., and Dana R. Ferris. "Classroom L2 Reading Assessment." In Teaching Readers of English, 304–60. Second edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-8.
Full textYoun, Soo Jung, and Valeriia Bogorevich. "Assessment in L2 Pragmatics." In The Routledge Handbook of Second Language Acquisition and Pragmatics, 308–21. London: New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781351164085-20.
Full textPrince, Peter. "5. Listening Comprehension: Processing Demands and Assessment Issues." In Measuring L2 Proficiency, edited by Pascale Leclercq, Amanda Edmonds, and Heather Hilton, 93–108. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092291-008.
Full textGreen, Anthony. "Directions in L2 Writing Assessment." In Research and Practice in Language Assessment, 249–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15011-1_8.
Full textLeńko-Szymańska, Agnieszka. "Corpora in L2 Vocabulary Assessment." In Corpora for Language Learning, 157–73. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003413301-12.
Full textZwier, Lawrence J., and Frank Boers. "Assessment of Vocabulary Knowledge." In English L2 Vocabulary Learning and Teaching, 130–61. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003172994-9.
Full textLeclercq, Pascale, and Amanda Edmonds. "1. How to Assess L2 Proficiency? An Overview of Proficiency Assessment Research." In Measuring L2 Proficiency, edited by Pascale Leclercq, Amanda Edmonds, and Heather Hilton, 3–23. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092291-004.
Full textGreen, Anthony. "Shifting Views of L2 Writing." In Research and Practice in Language Assessment, 147–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15011-1_5.
Full textConference papers on the topic "L2 assessment"
Lee, Bruce W., and Jason Lee. "LXPER Index 2.0: Improving Text Readability Assessment Model for L2 English Students in Korea." In Proceedings of the 6th Workshop on Natural Language Processing Techniques for Educational Applications, 20–24. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.nlptea-1.3.
Full textGao, Xingzi, Yujie Gao, and Sichang Gao. "The Effectiveness of Audio-Visual Feedback for L2 Chinese Sentence Stress Perception and Production." In 2024 27th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA), 1–6. IEEE, 2024. https://doi.org/10.1109/o-cocosda64382.2024.10800210.
Full textChen, Meiyun. "Clapping Hands to Word Stress Improves Children's L2 English Pronunciation Accuracy in a Word Imitation Task: Evidence from a Classroom Study." In 2024 27th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA), 1–6. IEEE, 2024. https://doi.org/10.1109/o-cocosda64382.2024.10800217.
Full textPradhan, Anuj K., Jacob Crossman, and Adam Sypniewski. "Improving Driver Engagement During L2 Automation: A Pilot Study." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2019. http://dx.doi.org/10.17077/drivingassessment.1707.
Full textLan, Yizhou, and Tongtong Xie. "L2 Accent and Intelligibility by Chinese L2 Speakers of English." In 2021 24th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2021. http://dx.doi.org/10.1109/o-cocosda202152914.2021.9660576.
Full textBannò, Stefano, Bhanu Balusu, Mark Gales, Kate Knill, and Konstantinos Kyriakopoulos. "View-Specific Assessment of L2 Spoken English." In Interspeech 2022. ISCA: ISCA, 2022. http://dx.doi.org/10.21437/interspeech.2022-10691.
Full textKusumaningrum, Widya, Candradewi Anggraeni, and Rangga Asmara. "Envisaging the Needs for Designing L2 Pronunciation Assessment." In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292208.
Full textGraham, Calbert, Paula Buttery, and Francis Nolan. "Vowel Characteristics in the Assessment of L2 English Pronunciation." In Interspeech 2016. ISCA, 2016. http://dx.doi.org/10.21437/interspeech.2016-1630.
Full textBanno, Stefano, and Marco Matassoni. "Proficiency Assessment of L2 Spoken English Using Wav2Vec 2.0." In 2022 IEEE Spoken Language Technology Workshop (SLT). IEEE, 2023. http://dx.doi.org/10.1109/slt54892.2023.10023019.
Full textSabu, Kamini, Prakhar Swarup, Hitesh Tulsiani, and Preeti Rao. "Automatic Assessment of Children's L2 Reading for Accuracy and Fluency." In 7th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/slate.2017-21.
Full textReports on the topic "L2 assessment"
Park, Yena, Geoffrey LaFlair, Yigal Attali, Andrew Runge, and Sarah Goodwin. Interactive Reading - The Duolingo English Test. Duolingo, June 2022. http://dx.doi.org/10.46999/rcxb1889.
Full textLaFlair, Geoffrey, Andrew Runge, Yigal Attali, Yena Park, Jacqueline Church, and Sarah Goodwin. Interactive Listening - The Duolingo English Test. Duolingo, April 2023. http://dx.doi.org/10.46999/egei3342.
Full textDavis, C. B. Assessment of the RELAP5 multi-dimensional component model using data from LOFT test L2-5. Office of Scientific and Technical Information (OSTI), January 1998. http://dx.doi.org/10.2172/576119.
Full textBank, Young, Sang Lee, and Hho-Jung Kim. Assessment of RELAP5/MOD2, Cycle 36-04 using LOFT (Loss of Fluid Test) Large Break Experiment L2-5. Office of Scientific and Technical Information (OSTI), April 1990. http://dx.doi.org/10.2172/7038130.
Full textEscher, J. E. L2 Milestone: Neutron Capture Cross Sections from Surrogate (p, d) Measurements: Determination of the Unknown 87Y(n, g) Cross Section and Assessment of the Method Via the 90Zr(n, g) Benchmark Case: Theory Report. Office of Scientific and Technical Information (OSTI), September 2017. http://dx.doi.org/10.2172/1393321.
Full textTicknor, Lawrence O., Geralyn M. Hemphill, and Aparna V. Huzurbazar. Final Report on C8 Enhanced Surveillance Campaign Milestone L2 4654: Surveillance Metrics Assessments on Selected Weapons. Office of Scientific and Technical Information (OSTI), December 2013. http://dx.doi.org/10.2172/1110300.
Full textKlement, Eyal, Elizabeth Howerth, William C. Wilson, David Stallknecht, Danny Mead, Hagai Yadin, Itamar Lensky, and Nadav Galon. Exploration of the Epidemiology of a Newly Emerging Cattle-Epizootic Hemorrhagic Disease Virus in Israel. United States Department of Agriculture, January 2012. http://dx.doi.org/10.32747/2012.7697118.bard.
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