Joan Jamieson
Biographic Data
| ID | 3843900 |
|---|---|
| NAME | Joan Jamieson |
| GIVEN NAMES | Joan |
| FAMILY NAME | Jamieson |
| SIGNATURE | JAMIESON J |
| AFFILIATIONS | Northern Arizona University |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Chapelle, Carol A.
Carol A. Chapelle (1955– ) is distinguished professor of liberal arts and sciences at Iowa State University, where she has taught and conducted in research applied linguistics since 1985. Her research and teaching is aimed at developing productive links between knowledge in applied linguistics and educational practices, particularly with respect to the use of technology for language learning and assessment. Her limited success as a learner of Rus…
Equating in small-scale language testing programs
Language programs need multiple test forms for secure administrations and effective placement decisions, but can they have confidence that scores on alternate test forms have the same meaning? In large-scale testing programs, various equating methods are available to ensure the comparability of forms. The choice of equating method is informed by estimates of quality, namely the method with the least error as defined by random error, systematic er…
Quantitative and Mixed Methods: Overview
The types of language‐related issues investigated by applied linguists are detailed and complex. They cut across many domains of social life from school to business, law, and government, to name a few. Questions pertain to issues such as the effectiveness of particular language‐teaching practices, the language needs for prospective employees in a business, comprehensibility of language used for legal purposes, and assessment of language ability t…
Evaluating Call use across multiple contexts
Validation of a web-based ESL test
The web offers new opportunities to realize some of the current ideals for interactive language assessment by providing learners information about their language ability at their convenience. If such tests are to be trusted to provide learners with information that might help to improve their language ability, the tests need to undergo validation processes, but validation theory does not offer specific guidance about what should be included in a …
Trends in Computer Use among International Students
Examining the Relationship Between Computer Familiarity and Performance on Computer-Based Language Tasks
The planned introduction of a computer-based Test of English as a Foreign Language (TOEFL) test raises concerns that language proficiency will be confounded with computer proficiency, introducing construct-irrelevant variance to the measurement of examinees' English-language abilities. We administered a questionnaire focusing on examinees' computer familiarity to 90,000 TOEFL test takers. A group of 1,200 "low-computer-familiar" and "high-compute…
Design and evaluation of a computer-based Toefl tutorial
Reliability of a computerized scoring routine for an open-ended task
Using Call effectively: What do we need to know about students
Working Styles on Computers as Evidence of Second Language Learning Strategies
Data collected on 33 ESL students working with computerized spelling and dictation lessons were used to infer three learning strategies: advance preparation, monitoring input, and monitoring output. Subjects' cognitive styles were measured by the Group Embedded Figures Test (Witkin, Oltman, Raskin, and Karp 1971) for field independence and the Matching Familiar Figures Test (Yando and Kagan 1968) for reflection/impulsivity. English proficiency wa…
Computer-Assisted Language Learning as a Predictor of Success in Acquiring English as a Second Language
This article reports the results of a study of the effectiveness of computer-assisted language learning (CALL) in the acquisition of English as a second language by Arabic- and Spanish-speaking students in an intensive program. The study also examined two student variables-time spent using and attitude toward the CALL lessons-as well as four cognitive/affective characteristics--field independence, ambiguity tolerance, motivational intensity, and …
Language lessons on the PLATO IV system
Examining the Relationship Between Computer Familiarity and Performance on Computer-Based Language Tasks
The planned introduction of a computer-based Test of English as a Foreign Language (TOEFL) test raises concerns that language proficiency will be confounded with computer proficiency, introducing construct-irrelevant variance to the measurement of examinees' English-language abilities. We administered a questionnaire focusing on examinees' computer familiarity to 90,000 TOEFL test takers. A group of 1,200 "low-computer-familiar" and "high-compute…
Working Styles on Computers as Evidence of Second Language Learning Strategies
Data collected on 33 ESL students working with computerized spelling and dictation lessons were used to infer three learning strategies: advance preparation, monitoring input, and monitoring output. Subjects' cognitive styles were measured by the Group Embedded Figures Test (Witkin, Oltman, Raskin, and Karp 1971) for field independence and the Matching Familiar Figures Test (Yando and Kagan 1968) for reflection/impulsivity. English proficiency wa…
Language lessons on the PLATO IV system
Using Call effectively: What do we need to know about students
Computer-Assisted Language Learning as a Predictor of Success in Acquiring English as a Second Language
This article reports the results of a study of the effectiveness of computer-assisted language learning (CALL) in the acquisition of English as a second language by Arabic- and Spanish-speaking students in an intensive program. The study also examined two student variables-time spent using and attitude toward the CALL lessons-as well as four cognitive/affective characteristics--field independence, ambiguity tolerance, motivational intensity, and …
Design and evaluation of a computer-based Toefl tutorial
Language lessons on the PLATO IV system
Computer-Assisted Language Learning as a Predictor of Success in Acquiring English as a Second Language
This article reports the results of a study of the effectiveness of computer-assisted language learning (CALL) in the acquisition of English as a second language by Arabic- and Spanish-speaking students in an intensive program. The study also examined two student variables-time spent using and attitude toward the CALL lessons-as well as four cognitive/affective characteristics--field independence, ambiguity tolerance, motivational intensity, and …
Working Styles on Computers as Evidence of Second Language Learning Strategies
Data collected on 33 ESL students working with computerized spelling and dictation lessons were used to infer three learning strategies: advance preparation, monitoring input, and monitoring output. Subjects' cognitive styles were measured by the Group Embedded Figures Test (Witkin, Oltman, Raskin, and Karp 1971) for field independence and the Matching Familiar Figures Test (Yando and Kagan 1968) for reflection/impulsivity. English proficiency wa…
Using Call effectively: What do we need to know about students
Reliability of a computerized scoring routine for an open-ended task
Design and evaluation of a computer-based Toefl tutorial
Examining the Relationship Between Computer Familiarity and Performance on Computer-Based Language Tasks
The planned introduction of a computer-based Test of English as a Foreign Language (TOEFL) test raises concerns that language proficiency will be confounded with computer proficiency, introducing construct-irrelevant variance to the measurement of examinees' English-language abilities. We administered a questionnaire focusing on examinees' computer familiarity to 90,000 TOEFL test takers. A group of 1,200 "low-computer-familiar" and "high-compute…
Trends in Computer Use among International Students
Validation of a web-based ESL test
The web offers new opportunities to realize some of the current ideals for interactive language assessment by providing learners information about their language ability at their convenience. If such tests are to be trusted to provide learners with information that might help to improve their language ability, the tests need to undergo validation processes, but validation theory does not offer specific guidance about what should be included in a …
Evaluating Call use across multiple contexts
Quantitative and Mixed Methods: Overview
The types of language‐related issues investigated by applied linguists are detailed and complex. They cut across many domains of social life from school to business, law, and government, to name a few. Questions pertain to issues such as the effectiveness of particular language‐teaching practices, the language needs for prospective employees in a business, comprehensibility of language used for legal purposes, and assessment of language ability t…
Equating in small-scale language testing programs
Language programs need multiple test forms for secure administrations and effective placement decisions, but can they have confidence that scores on alternate test forms have the same meaning? In large-scale testing programs, various equating methods are available to ensure the comparability of forms. The choice of equating method is informed by estimates of quality, namely the method with the least error as defined by random error, systematic er…
Chapelle, Carol A.
Carol A. Chapelle (1955– ) is distinguished professor of liberal arts and sciences at Iowa State University, where she has taught and conducted in research applied linguistics since 1985. Her research and teaching is aimed at developing productive links between knowledge in applied linguistics and educational practices, particularly with respect to the use of technology for language learning and assessment. Her limited success as a learner of Rus…
Psychology (12 works) · Computer Science (11 works) · Mathematics education (10 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (6 works) · Programming language (6 works) · Second Language Learning and Teaching (5 works) · Artificial Intelligence (4 works) · Second Language Acquisition and Learning (4 works) · Gender and Technology in Education (3 works)