Taichi Yamashita
Dados Biográficos
| ID | 5434587 |
|---|---|
| NOME | Taichi Yamashita |
| PRENOMES | Taichi |
| SOBRENOME | Yamashita |
| ASSINATURA | YAMASHITA T |
| AFILIAÇÕES | Kansai University |
| ORCID | 0000-0001-8531-7266 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Post hoc score category collapsing for L2 pronunciation research
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 o…
Uneven Revision Contribution and Grammar Learning in Synchronous Computer‐Mediated Paired Writing
This paper reports on two classroom‐based studies that investigated the relationship between the number of revisions learners made in response to teachers’ corrective feedback during paired writing tasks and changes in their knowledge about the English referential articles. In Study 1, 38 English‐as‐a‐Second‐Language (ESL) college students at an American university participated. They worked on two computer‐mediated animation description tasks in …
Examining English language learners’ longitudinal development of syntactic complexity across five Cefr levels with a robust measurement design
This study investigated 104 English language learners’ longitudinal development of syntactic complexity across the A1 to C1 levels on the Common European Framework of Reference for Languages (CEFR) scale. Using a derivative corpus of the EFCAMDAT, the study analyzed changes in judiciously selected measures—mean length of clause (MLC), coordinate phrases per clause (CP/C), dependent clauses per clause (DC/C), and complex nominals per clause (CN/C)…
Exploring potential biases in GPT-4o’s ratings of English language learners’ essays
With the rapid development of generative artificial intelligence (AI) frameworks (e.g., the generative pre-trained transformer [GPT]), a growing number of researchers have started to explore its potential as an automated essay scoring (AES) system. While previous studies have investigated the alignment between human ratings and GPT ratings, few have examined potential biases in the ratings produced by GPT. Addressing this critical quality of GPT …
The Effectiveness of Structured Input and Structured Output on the Acquisition of Japanese Comparative Sentences
Discussion of the roles of input and output has been attracting a number of researchers in second language acquisition (e.g., DeKeyser, 2007; Doughty, 1991; Krashen, 1982; Long, 1983; Norris & Ortega, 2000; Swain, 2000), and VanPatten (2004) advocated that both structured input and structured output allow learners to process input properly. Some researchers explored the comparative effectiveness of traditional instruction and structured input (e.…
The Effectiveness of Structured Input and Structured Output on the Acquisition of Japanese Comparative Sentences
Discussion of the roles of input and output has been attracting a number of researchers in second language acquisition (e.g., DeKeyser, 2007; Doughty, 1991; Krashen, 1982; Long, 1983; Norris & Ortega, 2000; Swain, 2000), and VanPatten (2004) advocated that both structured input and structured output allow learners to process input properly. Some researchers explored the comparative effectiveness of traditional instruction and structured input (e.…
The Effectiveness of Structured Input and Structured Output on the Acquisition of Japanese Comparative Sentences
Discussion of the roles of input and output has been attracting a number of researchers in second language acquisition (e.g., DeKeyser, 2007; Doughty, 1991; Krashen, 1982; Long, 1983; Norris & Ortega, 2000; Swain, 2000), and VanPatten (2004) advocated that both structured input and structured output allow learners to process input properly. Some researchers explored the comparative effectiveness of traditional instruction and structured input (e.…
Examining English language learners’ longitudinal development of syntactic complexity across five Cefr levels with a robust measurement design
This study investigated 104 English language learners’ longitudinal development of syntactic complexity across the A1 to C1 levels on the Common European Framework of Reference for Languages (CEFR) scale. Using a derivative corpus of the EFCAMDAT, the study analyzed changes in judiciously selected measures—mean length of clause (MLC), coordinate phrases per clause (CP/C), dependent clauses per clause (DC/C), and complex nominals per clause (CN/C)…
Exploring potential biases in GPT-4o’s ratings of English language learners’ essays
With the rapid development of generative artificial intelligence (AI) frameworks (e.g., the generative pre-trained transformer [GPT]), a growing number of researchers have started to explore its potential as an automated essay scoring (AES) system. While previous studies have investigated the alignment between human ratings and GPT ratings, few have examined potential biases in the ratings produced by GPT. Addressing this critical quality of GPT …
Post hoc score category collapsing for L2 pronunciation research
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 o…
Uneven Revision Contribution and Grammar Learning in Synchronous Computer‐Mediated Paired Writing
This paper reports on two classroom‐based studies that investigated the relationship between the number of revisions learners made in response to teachers’ corrective feedback during paired writing tasks and changes in their knowledge about the English referential articles. In Study 1, 38 English‐as‐a‐Second‐Language (ESL) college students at an American university participated. They worked on two computer‐mediated animation description tasks in …
Second Language Acquisition and Learning (4 obras) · EFL/ESL Teaching and Learning (3 obras) · Language proficiency (2 obras) · Linguistics (2 obras) · Mathematics education (2 obras) · Psychology (2 obras) · Animation (1 obras) · Arithmetic (1 obras) · Artificial Intelligence (1 obras) · Artificial Intelligence (1 obras)