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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 92 1 An Interview with APPLE Lecture Speaker Professor Roy Lyster Kaylee Fernandez; Michelle L. Stabler-Havener; Carol Hoi Yee Lo In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 56-58 (2018) (2018) BASE Show details 2 Humor and Play in Language Classroom Interaction: A Review of the Literature Elizabeth Reddington In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018) BASE Show details 3 A Discussion of Studies in CDST: An Introduction Eun Young Kang; Sarah Sok In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp i-ii (2017) (2017) BASE Show details 4 Exploring the Variability of the Preposition “In” in Written Communication Shafinaz Ahmed In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 24-38 (2017) (2017) BASE Show details 5 Rater Cognition in L2 Speaking Assessment: A Review of the Literature Qie Han In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 1-24 (2016) (2016) BASE Show details 6 Test Fairness in Second Language Assessment Heidi Liu Banerjee In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 54-59 (2016) (2016) BASE Show details 7 An Interview with APPLE Lecture Speaker Professor Brian MacWhinney Farah S. Akbar; Cheng-Ling Alice Chen; Sarah Sok... In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 1-2 (2016) (2016) BASE Show details 8 Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States Xiaodong Zhang In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 60-63 (2016) (2016) BASE Show details 9 Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam Jorge Beltrán In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 38-45 (2016) (2016) BASE Show details 10 Commentaries on Validity Issues in Foreign and Second Language Assessment Fred S. Tsutagawa; Yuna Seong In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp i-iii (2016) (2016) Abstract: In empirical applied linguistics research, the primary goal and concern is to operationalize key variables (i.e., measured constructs) in a valid and reliable way, generate scores for the measured variables through quantitative and/or qualitative means (e.g., various kinds of pre- or posttests, surveys, or coded observations), treat those scores appropriately, and allow for proper hypothesis testing of the research questions under investigation (Purpura, Brown, & Schoonen, 2015, p. 37). If the consequences of the research are “low stakes” in that the participants in the study are generally not directly impacted by the results (i.e., decisions are not made on the results to either advance or demote them in some way), the research can be published, our knowledge and understanding of the phenomenon in question deepened, and the story can essentially end there. But if there are important “high stakes” decisions to be made about the participants based on the results, decisions that can potentially impact their lives directly, it becomes imperative that our procedures and theoretical constructs have been thoroughly examined and are valid. That is why in the subfield of second and foreign language assessment, where high stakes decisions such as university admission or classification as an English language learner (ELL) in the U.S. K-12 public school system do take place based on the various test results, a higher standard needs to be adhered to in the development and implementation of the test instruments, potential interpretations of the results, and any possible subsequent uses of the results. Consequently, in second and foreign language testing, validation frameworks have been thoroughly developed and discussed to ensure that best measurement practices and high professional standards are followed (American Educational Research Association [AERA], American Psychological Association [APA], and the National Council on Measurement in Education [NCME], 1985, 2014), and that is why second/foreign language testers subject test scores to rigorous validity evaluation so that claims made about the measured constructs can be deemed meaningful and appropriate for their intended purpose(s), and their intended use and interpretation in decision making can also be justified (Purpura et al., 2015). Keyword: Applied linguistics; Assessment evaluation; Educational tests; English language; Foreign language acquisition; Language acquisition; Language assessment; P118-118.7; PE1-3729; Second language acquisition; Validation frameworks URL: https://doaj.org/article/25f708d928b14c71b3da05ff90729966 https://doi.org/10.7916/D8DZ1M8T BASE Hide details 11 Applying L2 Vocabulary Research Findings to Classroom Teaching EunYoung Kang In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015) BASE Show details 12 Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning Sarah Sok In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015) BASE Show details 13 Another Look at Norris and Ortega (2000) Hye Won Shin In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015) BASE Show details 14 Child Second Language Acquisition: What Do We Know? Andrew Miller In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015) BASE Show details 15 Examining the Intersection between Task-Based Learning and Technology Farah S. Akbar In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 60-62 (2015) (2015) BASE Show details 16 Diagnostic Second Language Assessment in the Classroom Ian Blood In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 57-58 (2015) (2015) BASE Show details 17 Technology Assistance in Second Language Acquisition: Potentials and Limitations Farah S. Akbar; Cheng-Ling Alice Chen In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp i-iii (2015) (2015) BASE Show details 18 The Visual Elements of Computer-based Language Assessment: Aspects and Effects Sarab Al-Ani In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015) BASE Show details 19 The Application of Natural Language Processing and Automated Scoring in Second Language Assessment Heidi Han-Ting Liu In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 38-40 (2015) (2015) BASE Show details 20 Linguistic Relativity in SLA: Thinking for Speaking Hiromi Noguchi In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 72-76 (2015) (2015) BASE Show details Page: 1 2 3 4 5

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