Post hoc score category collapsing for L2 pronunciation research
Datos Bibliográficos
| ID | 21506122 |
|---|---|
| Autores | Taichi Yamashita (0000-0001-8531-7266, Kansai University, autor de correspondencia) |
| Año | 2026 |
| Páginas | 1-26 |
| Fecha de publicación | 2026-02-11 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Studies in Second Language Acquisition (JOURNAL) |
| Identificadores de la revista | ISSN: 0272-2631 • E-ISSN: 1470-1545 |
| Editorial | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0272263126101582 |
| OpenAlex | W7128508202 |
| Idioma | EN |
| Referencias citadas | 37 |
Second language (L2) pronunciation research has measured speech comprehensibility by asking listeners to assess L2 learners’ speaking performance with rating scales. While some studies have provided validity evidence for these rating scales, few studies have examined the extent to which those scales effectively distinguish among L2 speakers. To fill this gap, the present study examines the 9-point scale used in Saito et al. (2020: Annual Review of Applied Linguistics, 40 , 9–25.) and the 100-point scale in Huensch and Nagle (2023: Studies in Second Language Acquisition, 45 (2), 571–585.) from a Rasch measurement perspective and showcases post hoc score category collapsing as a potential countermeasure against suboptimal rating scale functioning. Findings suggested that different score categories represented the same ability level and were therefore interchangeable. Collapsing these score categories yielded shorter but more functional scales without compromising the psychometric qualities of the original scales. These findings suggest that researchers need to empirically refine their scale lengths rather than uncritically following their conventional measurement practices
Item response theory · Pronunciation · Psychometrics · Rasch model · Rating scale · EFL/ESL Teaching and Learning · Phonetics and Phonology Research · Second Language Acquisition and Learning
Deconstructing Comprehensibility
Rater Experience, Rating Scale Length, and Judgments of L2 Pronunciation
A Rasch Model for Partial Credit Scoring
Second language speech production
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Coherence and comprehensibility in second language speakers’ academic speaking performance
Study and instrument quality in perception-based L2 pronunciation research
The relationships among L2 fluency, intelligibility, comprehensibility, and accentedness
Revisiting the moderating effect of speaker proficiency on the relationships among intelligibility, comprehensibility, and accentedness in L2 Spanish
Comprehensible to Whom? Examining Rater, Speaker, and Interlocutor Perspectives on Comprehensibility in an Interactive Context
The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech
Validation of rating processes within an argument-based framework
Raters’ L2 background as a potential source of bias in rating oral performance
Second language comprehensibility and accentedness across oral proficiency levels
The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks
Assessing Mathematics Self-Efficacy
The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness
A rating formulation for ordered response categories
Linguistic Dimensions of Accentedness and Comprehensibility
Effects of benchmarking and peer‐assessment on French learners' self‐assessments of accentedness, comprehensibility, and fluency
Changing Contexts and Shifting Paradigms in Pronunciation Teaching
Self-Assessment of Comprehensibility and Accentedness in Second Language Korean
Effects of Second Language Pronunciation Teaching Revisited
Frequency of Exposure Influences Accentedness and Comprehensibility in Learners' Pronunciation of Second Language Words
Foreign Accent, Comprehensibility, and Intelligibility in the Speech of Second Language Learners
Intraclass correlations
The Effect of Speaker Proficiency on Intelligibility, Comprehensibility, and Accentedness in L2 Spanish
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |