Nonverbal behavior is essential in human interaction (Gullberg, de Bot, & Volterra, 2008; McNeill, 1992, 2005). For second language speakers, nonverbal features can be helpful for successful and efficient communication (e.g., Dahl & Ludvigsen, 2014). However, due to the complexity of nonverbal features, language testing institutions have…

Despite the importance that learners must place on using prosody appropriately in EIL interaction, pragmatic functions of prosody have been largely disregarded in teaching materials and classroom instruction (Nikolic, 2018). Moreover, with a recent change in classroom paradigms instigated by the global development of educational technologies and…

This dissertation explored whether unnecessary linguistic complexity (LC) in mathematics and biology assessment items changes the direction and significance of differential item functioning (DIF) between subgroups emergent bilinguals (EBs) and English proficient students (EPs). Due to inconsistencies in measuring LC in items, Study One adapted a…

A fundamental issue in speech science concerns the extent to which speech sounds are mentally represented by articulatory-motor and/or auditory-acoustic features. This dissertation aims to expand upon the current literature by investigating changes in production and perception following visual feedback training with either articulatory or acoustic…

This study investigated a computer-assisted pronunciation training (CAPT) software that utilized automatic speech recognition (ASR) and accent conversion technology to improve pronunciation of second language learners. Such speech processing method is capable of addressing the typical shortcoming of ASR technology for second language pronunciation…

Rater variation in performance assessment can impact test-takers' scores and compromise assessments' fairness and validity (Crooks, Kane, & Cohen, 1996). Rater variation can also undermine a test's validity and fairness; therefore, it is important to investigate raters' scoring patterns in order to inform rater training. Substantial work has…

A well-documented curricular gap exists in L2 pedagogy between the introductory courses, focusing mainly on language, and advanced courses, focusing mainly on literary content. Intermediate learners, despite their proficiency, generally have difficulty in bridging this gap, as it requires a shift from decoding to interpreting and analyzing texts.…

Understanding the sources of variance in speaking assessment is important in Japan where society's high demand for English speaking skills is growing. Three challenges threaten fair assessment of speaking. First, in Japanese university speaking courses, teachers are typically the only raters, but teachers' knowledge of their students may unfairly…

Online translation (OT) sites such as Free Translation and Babel Fish are freely available to the general public and purport to convert inputted text, from single words to entire paragraphs, instantly from one language to another. Discussion in the literature about OT for second-language (L2) acquisition has generally focused either on the…

Speaking performance tests typically employ raters to produce scores; accordingly, variability in raters' scoring decisions has important consequences for test reliability and validity. One such source of variability is the rater's level of expertise in scoring. Therefore, it is important to understand how raters' performance is influenced by…

Second language (L2) oral performance assessment always involves raters' subjective judgments and is thus subject to rater variability. The variability due to rater characteristics has important consequential impacts on decision-making processes, particularly in high-stakes testing situations (Bachman, Lynch, & Mason, 1995; A. Brown, 1995;…