Yulin Pan
Biographic Data
| ID | 3843742 |
|---|---|
| NAME | Yulin Pan |
| GIVEN NAMES | Yulin |
| FAMILY NAME | Pan |
| SIGNATURE | PAN Y |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
What makes listening comprehension difficult?: A feature-based machine learning approach to understanding item difficulty
Understanding what makes second language (L2) listening comprehension difficult is crucial for advancing language learning and assessment. In L2 listening assessment, a key challenge is developing items with targeted difficulty levels. This difficulty can be influenced by textual and acoustic features from different item segments (i.e. stimuli, stems, and options) embedded in a multi-layered structure, along with task-related features. This study…
Disfluency doesn’t happen in isolation: Exploring how individual disfluency features co-occur in L2 speaking performances
The construct of second language (L2) utterance fluency is typically operationalized through various individual temporal features. However, in natural speech, fluency (or disfluency) is often characterized by the clustering of multiple temporal features, collectively revealing the speaker’s effort in speech production or disfluency recovery. In this study, we explore the co-occurrence patterns of disfluency features in L2 speech and their associa…
Diving Deep Into the Relationship Between Speech Fluency and Second Language Proficiency: A Meta-Analysis
Abundant research has indicated fluency features as meaningful predictors of second language proficiency. However, the extent to which different fluency dimensions and features can predict proficiency remains underexplored. This meta-analysis employed a multilevel modeling approach to synthesize fluency-proficiency relationships from 71 empirical studies from 1959-2023. Additionally, we examined several moderator variables, including task type, l…
Incorporating Co-occurrence Into the Operationalization of Speech Disfluency for Second Language Pronunciation and Oral Proficiency Assessment
Current L2 utterance fluency literature tends to operationalize disfluency as isolated, individual features. However, disfluency features often co-occur at one location or across multiple locations in one utterance. This study explores the co-occurrence of L2 disfluency features in a speech corpus from 71 L1 and L2 speakers of English across proficiency levels on an elicited imitation task and an oral listen-to-summarize task. We segmented each p…
Comparing Groups with Multiple Independent Variables
This chapter provides a practical introduction to factorial analysis of variance (ANOVA), a statistical technique widely used in applied linguistics to examine the impact of multiple categorical independent variables on a continuous dependent variable. Focusing primarily on between‐subjects designs, the chapter introduces key concepts such as main effects, interaction effects, and model assumptions including normality, homogeneity of variance, an…
Diving Deep Into the Relationship Between Speech Fluency and Second Language Proficiency: A Meta-Analysis
Abundant research has indicated fluency features as meaningful predictors of second language proficiency. However, the extent to which different fluency dimensions and features can predict proficiency remains underexplored. This meta-analysis employed a multilevel modeling approach to synthesize fluency-proficiency relationships from 71 empirical studies from 1959-2023. Additionally, we examined several moderator variables, including task type, l…
Comparing Groups with Multiple Independent Variables
This chapter provides a practical introduction to factorial analysis of variance (ANOVA), a statistical technique widely used in applied linguistics to examine the impact of multiple categorical independent variables on a continuous dependent variable. Focusing primarily on between‐subjects designs, the chapter introduces key concepts such as main effects, interaction effects, and model assumptions including normality, homogeneity of variance, an…
What makes listening comprehension difficult?: A feature-based machine learning approach to understanding item difficulty
Understanding what makes second language (L2) listening comprehension difficult is crucial for advancing language learning and assessment. In L2 listening assessment, a key challenge is developing items with targeted difficulty levels. This difficulty can be influenced by textual and acoustic features from different item segments (i.e. stimuli, stems, and options) embedded in a multi-layered structure, along with task-related features. This study…
Disfluency doesn’t happen in isolation: Exploring how individual disfluency features co-occur in L2 speaking performances
The construct of second language (L2) utterance fluency is typically operationalized through various individual temporal features. However, in natural speech, fluency (or disfluency) is often characterized by the clustering of multiple temporal features, collectively revealing the speaker’s effort in speech production or disfluency recovery. In this study, we explore the co-occurrence patterns of disfluency features in L2 speech and their associa…
Diving Deep Into the Relationship Between Speech Fluency and Second Language Proficiency: A Meta-Analysis
Abundant research has indicated fluency features as meaningful predictors of second language proficiency. However, the extent to which different fluency dimensions and features can predict proficiency remains underexplored. This meta-analysis employed a multilevel modeling approach to synthesize fluency-proficiency relationships from 71 empirical studies from 1959-2023. Additionally, we examined several moderator variables, including task type, l…
Incorporating Co-occurrence Into the Operationalization of Speech Disfluency for Second Language Pronunciation and Oral Proficiency Assessment
Current L2 utterance fluency literature tends to operationalize disfluency as isolated, individual features. However, disfluency features often co-occur at one location or across multiple locations in one utterance. This study explores the co-occurrence of L2 disfluency features in a speech corpus from 71 L1 and L2 speakers of English across proficiency levels on an elicited imitation task and an oral listen-to-summarize task. We segmented each p…
Language proficiency (3 works) · Linguistics (3 works) · Psychology (3 works) · EFL/ESL Teaching and Learning (2 works) · Language Development and Disorders (2 works) · Phonetics and Phonology Research (2 works) · Psychometric Methodologies and Testing (2 works) · Second Language Acquisition and Learning (2 works) · Active listening (1 works) · Advanced Statistical Modeling Techniques (1 works)