Yo In'Nami
Biographic Data
| ID | 4556943 |
|---|---|
| NAME | Yo In'Nami |
| GIVEN NAMES | Yo |
| FAMILY NAME | In'Nami |
| SIGNATURE | NAMI Y I |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Language Assessment Methods
Language assessment methods constitute an essential part of the test development process, as they concern how to measure the construct(s) of interest given the test's purpose and specification. Language assessment methods cannot be, therefore, overemphasized regarding their importance and role in test development (as well as test use, more broadly). Due to these reasons, they have been widely considered and reviewed in the field. In this entry, w…
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study
This study presents a cross-sectional and longitudinal analysis of how 108 high school students in English as a foreign language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion, and experience profiles. Students' learning patterns were primarily associated with their emotional states (anxiety vs. enjoyment) and secondarily with their motivational dispositions (clear v…
Database Selection Guidelines for Meta‐Analysis in Applied Linguistics
A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats
A meta-analysis was conducted on the effects of multiple-choice and open-ended formats on L1 reading, L2 reading, and L2 listening test performance. Fifty-six data sources located in an extensive search of the literature were the basis for the estimates of the mean effect sizes of test format effects. The results using the mixed effects model of meta-analysis indicate that multiple-choice formats are easier than open-ended formats in L1 reading a…
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study
This study presents a cross-sectional and longitudinal analysis of how 108 high school students in English as a foreign language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion, and experience profiles. Students' learning patterns were primarily associated with their emotional states (anxiety vs. enjoyment) and secondarily with their motivational dispositions (clear v…
Database Selection Guidelines for Meta‐Analysis in Applied Linguistics
A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats
A meta-analysis was conducted on the effects of multiple-choice and open-ended formats on L1 reading, L2 reading, and L2 listening test performance. Fifty-six data sources located in an extensive search of the literature were the basis for the estimates of the mean effect sizes of test format effects. The results using the mixed effects model of meta-analysis indicate that multiple-choice formats are easier than open-ended formats in L1 reading a…
Database Selection Guidelines for Meta‐Analysis in Applied Linguistics
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study
This study presents a cross-sectional and longitudinal analysis of how 108 high school students in English as a foreign language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion, and experience profiles. Students' learning patterns were primarily associated with their emotional states (anxiety vs. enjoyment) and secondarily with their motivational dispositions (clear v…
Language Assessment Methods
Language assessment methods constitute an essential part of the test development process, as they concern how to measure the construct(s) of interest given the test's purpose and specification. Language assessment methods cannot be, therefore, overemphasized regarding their importance and role in test development (as well as test use, more broadly). Due to these reasons, they have been widely considered and reviewed in the field. In this entry, w…
EFL/ESL Teaching and Learning (3 works) · Psychology (3 works) · Computer Science (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Second Language Acquisition and Learning (2 works) · Active listening (1 works) · Anxiety (1 works) · Applied linguistics (1 works) · Artificial Intelligence (1 works)