Eunice Eunhee Jang
Biographic Data
| ID | 1692237 |
|---|---|
| NAME | Eunice Eunhee Jang |
| GIVEN NAMES | Eunice Eunhee |
| FAMILY NAME | Jang |
| SIGNATURE | JANG E E |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0002-8824-8216 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Self-Regulated Learning, In-the-Moment Self-Assessment, and Writing Performance: Comparing Students With and Without ADHD
Writing is a cognitively demanding skill that draws heavily on self-regulatory processes, yet how domain-general self-regulation and task-specific self-assessment jointly relate to writing outcomes in students with attention-deficit/hyperactivity disorder (ADHD), a population with well-documented executive functioning challenges, remains poorly understood. This study examined: (a) writing performance at the microstructure (linguistic) and macrost…
Automated scoring of young learners’ student-generated questioning in elementary reading: A machine-learning approach
Students' self-generated questions (SGQ) support cognitive engagement yet assessing the quality of SGQ remains challenging due to the absence of standardized guidance and the time-intensive nature of human scoring. Automated scoring has the potential to address these challenges and provide timely feedback. This study examines the feasibility of using machine learning (ML) to evaluate SGQ quality. Two approaches were compared: (1) a feature-based …
Investigating construct representativeness and linguistic equity of automated oral reading fluency assessment with prosody
While the automated assessment of oral reading fluency (ORF) using accuracy and speech rate has proliferated, expressiveness of speech, as measured by prosodic features, has been neglected due to its inherent complexity and lack of technological resources. Despite the potential benefits of burgeoning technology for assessing hard-to-measure constructs such as ORF, insensitivity to linguistic diversities threatens valid score interpretations and f…
Advancing language assessment for teaching and learning in the era of the artificial intelligence (AI) revolution: Promises and challenges
Automated Diagnostic Feedback vs. Self‐Assessment: Rethinking Feedback Mechanisms on Academic Writing Development
As international students increasingly pursue higher education in English‐dominant countries, developing their academic writing skills is crucial. However, limited access to individualized feedback remains a challenge. AI‐driven tools and self‐assessment offer promising solutions, making feedback more accessible. This study involved 50 international graduate students who spoke English as an additional language, randomly assigned to two groups: on…
Fostering young students’ writing skill development and self-regulation through Dynamic Assessment feedback during pandemic disruptions
The COVID-19 pandemic revealed significant disparities in education, with vulnerable student populations—such as those with special needs, English language learners, and socioeconomically disadvantaged students—experiencing substantial learning losses. These challenges were particularly evident in writing skills, which received less attention during remote learning compared to reading and math. The present study examined the impact of the Balance…
Growing Our Roots: Exploring the Home Language and Literacy Environment within the Context of Indigenous Ways of Knowing
This study examines early language and literacy from Indigenous perspectives, addressing the educational gap for Indigenous children. Through an Indigenous methodology, 22 participants revealed themes on culturally responsive education, cultural identity, tradition preservation, and addressing intergenerational trauma. Findings emphasize the need for equitable practices and suggest ways to enhance Indigenous language and literacy learning in home…
System design for using multimodal trace data in modeling self-regulated learning
Self-regulated learning (SRL) integrates monitoring and controlling of cognitive, affective, metacognitive, and motivational processes during learning in pursuit of goals. Researchers have begun using multimodal data (e.g., concurrent verbalizations, eye movements, on-line behavioral traces, facial expressions, screen recordings of learner-system interactions, and physiological sensors) to investigate triggers and temporal dynamics of SRL and how…
A mixed-method investigation into international university students’ experience with academic language demands
Post-secondary education institutions with English as a medium of instruction have prioritized internationalization, and as a result, many universities have been experiencing rapid growth in numbers of international students who speak English as an additional language (EAL). While many EAL students are required to submit language test scores to satisfy university admission criteria, relatively little is known about how EAL students interpret admi…
Student-Generated Questions in Literacy Education and Assessment
This study investigated the extent to which students’ questioning ability is associated with their literacy abilities, attitudes, perceived text understanding, and interest in the text they read. We further examined these relationships by the type of text they read to generate questions. Fifth- and sixth-grade students ( N = 89) were asked to generate three questions after reading two different types of text. The students also completed reading c…
IRT-Based Differential Item Functioning Analysis of the Youth Level of Service/Case Management Inventory Across Indigenous and Non-Indigenous Youth
Even though risk assessments are routinely conducted in the criminal justice system to inform sentencing and case management, their cross-cultural applicability remains contested. This study investigated the generalizability of the Youth Level of Service/Case Management Inventory (YLS/CMI), a widely implemented youth forensic risk assessment instrument, using an Item Response Theory framework, in a sample of Indigenous ( n = 205) and non-Indigeno…
Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing
Advances in machine learning (ML) are poised to contribute to our understanding of the linguistic processes associated with successful reading comprehension, which is a critical aspect of children’s educational success. We used ML techniques to investigate and compare associations between children’s reading comprehension and 260 linguistic features extracted from their speech and writing. Language samples were gathered from 99 linguistically dive…
Instructional Practices, Students’ Self-Efficacy and Math Achievement: A Multi-level Factor Score Path Analysis
Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigation
In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static. In reality, owing to the dynamic nature of students and their families, students’ home language environments change over time. This study aims to understand how elementary school students’ home language environments change over time, and how longitudinal patterns of English literacy ach…
Examining the Relation Between IEP Status, Testing Accommodations, and Elementary Students’ Eqao Mathematics Achievement
Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling
This study examined the literacy profiles of students from diverse home‐language backgrounds and tracked those profiles from grade 6 to grade 10. The authors also investigated the predictive relations of students’ immigration background, gender, and participation in two instructional programs. The results from latent class and latent transition analyses suggest that grade 6 literacy profiles are strong predictors of literacy profiles in grade 10.…
How do young students with different profiles of reading skill mastery, perceived ability, and goal orientation respond to holistic diagnostic feedback
One critical issue with cognitive diagnostic assessment (CDA) lies in its lack of research evidence that shows how diagnostic feedback from CDA is interpreted and used by young students. This mixed methods research examined how holistic diagnostic feedback (HDF) is processed by young learners with different profiles of reading skills, goal orientations, and perceived ability. HDF provides three learner profiles: learners’ current skill mastery le…
Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment
The study examined differences in reading achievement and mastery skill development among Grade-6 students with different language background profiles, using cognitive diagnosis modeling applied to large-scale provincial reading test performance data. Our analyses revealed that students residing in various home language environments show different reading achievement growth patterns. Earlier gaps in their reading achievement disappear the longer …
Cognitive diagnostic assessment of L2 reading comprehension ability: Validity arguments for Fusion Model application to LanguEdge assessment
With recent statistical advances in cognitive diagnostic assessment (CDA), the CDA approach has been increasingly applied to non-diagnostic tests partly to meet accountability demands for student achievement. The study aimed to evaluate critically the validity of the CDA application to an existing non-diagnostic L2 reading comprehension test and to provide information about challenges and conditions for the CDA approach. Based on Jang's study (20…
Differential Functioning of Reading Subskills on the OSSLT for L1 and ELL Students: A Multidimensionality Model-Based DBF/DIF Approach
The increasing numbers of English language learners (ELLs) in Canadian schools pose a significant challenge to the standards-based provincial tests used to measure proficiency levels of all students from various linguistic and cultural backgrounds. This study investigated the extent to which reading item bundles or items on the Ontario Secondary School Literacy Test (OSSLT) function differentially for Grade 10 students who speak only or mostly En…
Integrative Mixed Methods Data Analytic Strategies in Research on School Success in Challenging Circumstances
There are both conceptual and practical challenges in dealing with data from mixed methods research studies. There is a need for discussion about various integrative strategies for mixed methods data analyses. This article illustrates integrative analytic strategies for a mixed methods study focusing on improving urban schools facing challenging circumstances. The research was conducted using a concurrent mixed methods approach. The qualitative a…
The Legacy of the Digital Divide: Gender, Socioeconomic Status, and Early Exposure as Predictors of Full-Spectrum Technology Use Among Young Adults
This study investigates how college students’ current levels of technology use might be affected by digital divide issues. Survey data were collected from 130 students in colleges of education at two midwestern universities. Factor analysis yielded that students’ uses of technology can be described using three broad categories: entertainment, communication, and construction. Each is important to consider, in that high levels of use across categor…
Linking validity and ethics in language testing: Insights from the hermeneutic turn in social science
Integrative Mixed Methods Data Analytic Strategies in Research on School Success in Challenging Circumstances
There are both conceptual and practical challenges in dealing with data from mixed methods research studies. There is a need for discussion about various integrative strategies for mixed methods data analyses. This article illustrates integrative analytic strategies for a mixed methods study focusing on improving urban schools facing challenging circumstances. The research was conducted using a concurrent mixed methods approach. The qualitative a…
The Legacy of the Digital Divide: Gender, Socioeconomic Status, and Early Exposure as Predictors of Full-Spectrum Technology Use Among Young Adults
This study investigates how college students’ current levels of technology use might be affected by digital divide issues. Survey data were collected from 130 students in colleges of education at two midwestern universities. Factor analysis yielded that students’ uses of technology can be described using three broad categories: entertainment, communication, and construction. Each is important to consider, in that high levels of use across categor…
Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment
The study examined differences in reading achievement and mastery skill development among Grade-6 students with different language background profiles, using cognitive diagnosis modeling applied to large-scale provincial reading test performance data. Our analyses revealed that students residing in various home language environments show different reading achievement growth patterns. Earlier gaps in their reading achievement disappear the longer …
Differential Functioning of Reading Subskills on the OSSLT for L1 and ELL Students: A Multidimensionality Model-Based DBF/DIF Approach
The increasing numbers of English language learners (ELLs) in Canadian schools pose a significant challenge to the standards-based provincial tests used to measure proficiency levels of all students from various linguistic and cultural backgrounds. This study investigated the extent to which reading item bundles or items on the Ontario Secondary School Literacy Test (OSSLT) function differentially for Grade 10 students who speak only or mostly En…
Linking validity and ethics in language testing: Insights from the hermeneutic turn in social science
The Legacy of the Digital Divide: Gender, Socioeconomic Status, and Early Exposure as Predictors of Full-Spectrum Technology Use Among Young Adults
This study investigates how college students’ current levels of technology use might be affected by digital divide issues. Survey data were collected from 130 students in colleges of education at two midwestern universities. Factor analysis yielded that students’ uses of technology can be described using three broad categories: entertainment, communication, and construction. Each is important to consider, in that high levels of use across categor…
Integrative Mixed Methods Data Analytic Strategies in Research on School Success in Challenging Circumstances
There are both conceptual and practical challenges in dealing with data from mixed methods research studies. There is a need for discussion about various integrative strategies for mixed methods data analyses. This article illustrates integrative analytic strategies for a mixed methods study focusing on improving urban schools facing challenging circumstances. The research was conducted using a concurrent mixed methods approach. The qualitative a…
Cognitive diagnostic assessment of L2 reading comprehension ability: Validity arguments for Fusion Model application to LanguEdge assessment
With recent statistical advances in cognitive diagnostic assessment (CDA), the CDA approach has been increasingly applied to non-diagnostic tests partly to meet accountability demands for student achievement. The study aimed to evaluate critically the validity of the CDA application to an existing non-diagnostic L2 reading comprehension test and to provide information about challenges and conditions for the CDA approach. Based on Jang's study (20…
Differential Functioning of Reading Subskills on the OSSLT for L1 and ELL Students: A Multidimensionality Model-Based DBF/DIF Approach
The increasing numbers of English language learners (ELLs) in Canadian schools pose a significant challenge to the standards-based provincial tests used to measure proficiency levels of all students from various linguistic and cultural backgrounds. This study investigated the extent to which reading item bundles or items on the Ontario Secondary School Literacy Test (OSSLT) function differentially for Grade 10 students who speak only or mostly En…
Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment
The study examined differences in reading achievement and mastery skill development among Grade-6 students with different language background profiles, using cognitive diagnosis modeling applied to large-scale provincial reading test performance data. Our analyses revealed that students residing in various home language environments show different reading achievement growth patterns. Earlier gaps in their reading achievement disappear the longer …
How do young students with different profiles of reading skill mastery, perceived ability, and goal orientation respond to holistic diagnostic feedback
One critical issue with cognitive diagnostic assessment (CDA) lies in its lack of research evidence that shows how diagnostic feedback from CDA is interpreted and used by young students. This mixed methods research examined how holistic diagnostic feedback (HDF) is processed by young learners with different profiles of reading skills, goal orientations, and perceived ability. HDF provides three learner profiles: learners’ current skill mastery le…
Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling
This study examined the literacy profiles of students from diverse home‐language backgrounds and tracked those profiles from grade 6 to grade 10. The authors also investigated the predictive relations of students’ immigration background, gender, and participation in two instructional programs. The results from latent class and latent transition analyses suggest that grade 6 literacy profiles are strong predictors of literacy profiles in grade 10.…
Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigation
In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static. In reality, owing to the dynamic nature of students and their families, students’ home language environments change over time. This study aims to understand how elementary school students’ home language environments change over time, and how longitudinal patterns of English literacy ach…
Examining the Relation Between IEP Status, Testing Accommodations, and Elementary Students’ Eqao Mathematics Achievement
IRT-Based Differential Item Functioning Analysis of the Youth Level of Service/Case Management Inventory Across Indigenous and Non-Indigenous Youth
Even though risk assessments are routinely conducted in the criminal justice system to inform sentencing and case management, their cross-cultural applicability remains contested. This study investigated the generalizability of the Youth Level of Service/Case Management Inventory (YLS/CMI), a widely implemented youth forensic risk assessment instrument, using an Item Response Theory framework, in a sample of Indigenous ( n = 205) and non-Indigeno…
Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing
Advances in machine learning (ML) are poised to contribute to our understanding of the linguistic processes associated with successful reading comprehension, which is a critical aspect of children’s educational success. We used ML techniques to investigate and compare associations between children’s reading comprehension and 260 linguistic features extracted from their speech and writing. Language samples were gathered from 99 linguistically dive…
Instructional Practices, Students’ Self-Efficacy and Math Achievement: A Multi-level Factor Score Path Analysis
System design for using multimodal trace data in modeling self-regulated learning
Self-regulated learning (SRL) integrates monitoring and controlling of cognitive, affective, metacognitive, and motivational processes during learning in pursuit of goals. Researchers have begun using multimodal data (e.g., concurrent verbalizations, eye movements, on-line behavioral traces, facial expressions, screen recordings of learner-system interactions, and physiological sensors) to investigate triggers and temporal dynamics of SRL and how…
A mixed-method investigation into international university students’ experience with academic language demands
Post-secondary education institutions with English as a medium of instruction have prioritized internationalization, and as a result, many universities have been experiencing rapid growth in numbers of international students who speak English as an additional language (EAL). While many EAL students are required to submit language test scores to satisfy university admission criteria, relatively little is known about how EAL students interpret admi…
Student-Generated Questions in Literacy Education and Assessment
This study investigated the extent to which students’ questioning ability is associated with their literacy abilities, attitudes, perceived text understanding, and interest in the text they read. We further examined these relationships by the type of text they read to generate questions. Fifth- and sixth-grade students ( N = 89) were asked to generate three questions after reading two different types of text. The students also completed reading c…
Fostering young students’ writing skill development and self-regulation through Dynamic Assessment feedback during pandemic disruptions
The COVID-19 pandemic revealed significant disparities in education, with vulnerable student populations—such as those with special needs, English language learners, and socioeconomically disadvantaged students—experiencing substantial learning losses. These challenges were particularly evident in writing skills, which received less attention during remote learning compared to reading and math. The present study examined the impact of the Balance…
Growing Our Roots: Exploring the Home Language and Literacy Environment within the Context of Indigenous Ways of Knowing
This study examines early language and literacy from Indigenous perspectives, addressing the educational gap for Indigenous children. Through an Indigenous methodology, 22 participants revealed themes on culturally responsive education, cultural identity, tradition preservation, and addressing intergenerational trauma. Findings emphasize the need for equitable practices and suggest ways to enhance Indigenous language and literacy learning in home…
Investigating construct representativeness and linguistic equity of automated oral reading fluency assessment with prosody
While the automated assessment of oral reading fluency (ORF) using accuracy and speech rate has proliferated, expressiveness of speech, as measured by prosodic features, has been neglected due to its inherent complexity and lack of technological resources. Despite the potential benefits of burgeoning technology for assessing hard-to-measure constructs such as ORF, insensitivity to linguistic diversities threatens valid score interpretations and f…
Advancing language assessment for teaching and learning in the era of the artificial intelligence (AI) revolution: Promises and challenges
Automated Diagnostic Feedback vs. Self‐Assessment: Rethinking Feedback Mechanisms on Academic Writing Development
As international students increasingly pursue higher education in English‐dominant countries, developing their academic writing skills is crucial. However, limited access to individualized feedback remains a challenge. AI‐driven tools and self‐assessment offer promising solutions, making feedback more accessible. This study involved 50 international graduate students who spoke English as an additional language, randomly assigned to two groups: on…
Self-Regulated Learning, In-the-Moment Self-Assessment, and Writing Performance: Comparing Students With and Without ADHD
Writing is a cognitively demanding skill that draws heavily on self-regulatory processes, yet how domain-general self-regulation and task-specific self-assessment jointly relate to writing outcomes in students with attention-deficit/hyperactivity disorder (ADHD), a population with well-documented executive functioning challenges, remains poorly understood. This study examined: (a) writing performance at the microstructure (linguistic) and macrost…
Automated scoring of young learners’ student-generated questioning in elementary reading: A machine-learning approach
Students' self-generated questions (SGQ) support cognitive engagement yet assessing the quality of SGQ remains challenging due to the absence of standardized guidance and the time-intensive nature of human scoring. Automated scoring has the potential to address these challenges and provide timely feedback. This study examines the feasibility of using machine learning (ML) to evaluate SGQ quality. Two approaches were compared: (1) a feature-based …
Psychology (18 works) · Mathematics education (14 works) · Computer Science (10 works) · Pedagogy (8 works) · Developmental psychology (7 works) · Linguistics (7 works) · Reading and Literacy Development (7 works) · Cognition (6 works) · Literacy (6 works) · Social Psychology (6 works)