Soo Jung Youn
Biographic Data
| ID | 5998231 |
|---|---|
| NAME | Soo Jung Youn |
| GIVEN NAMES | Soo Jung |
| FAMILY NAME | Youn |
| SIGNATURE | YOUN S J |
| AFFILIATIONS | Northern Arizona University |
| ORCID | 0000-0001-6918-9399 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Test design and validity evidence of interactive speaking assessment in the era of emerging technologies
As access to smartphones and emerging technologies has become ubiquitous in our daily lives and in language learning, technology-mediated social interaction has become common in teaching and assessing L2 speaking. The changing ecology of L2 spoken interaction provides language educators and testers with opportunities for renewed test design and the gathering of context-sensitive validity evidence of interactive speaking assessment. First, I revie…
Pragmatic variables in role-play design for the context validity of assessing interactional competence
Assessment task design influences the elicitation of targeted linguistic and communicative demands by creating the conditions under which the task is performed. Through the task design, plausible language use contexts are also created. In this study, I examined the role of pragmatic variables in role-play design to ensure the context validity of assessment of interactional competence. Using conversation analysis (CA), I qualitatively analyzed hig…
Where Conversation Analysis meets Language Assessment
Managing proposal sequences in role-play assessment
This qualitative study reports an investigation of the nature of interactional competence at various levels of achievement in the context of role-play speaking assessment. The focal point of this study is on how examinees jointly accomplish the interactional work involved in proposal sequences in role-play interaction. Based on a conversation analysis of a corpus of role-play interaction, I argue that distinct sequential organizations and interac…
Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment
This study explicates the nature of second language (L2) pragmatic interaction focusing on the quantitative function of interactional features. A relationship between the fine‐grained interactional features elicited from learners’ role‐play performances at varying levels and trained raters’ scores was investigated. The corpus of 102 learners’ role‐play performances was transcribed turn by turn and analyzed qualitatively to identify recurrent inte…
Investigating test-takers’ strategy use in task-based L2 pragmatic speaking assessment
This study explicates cognitive validity of task-based L2 pragmatic speaking assessment by examining reported strategy use of test takers at varying performance levels across different task types. Thirty university-level ESL learners completed four pragmatic speaking tasks that differ in the formality of pragmatic actions. Two trained raters scored the task-based pragmatic performances using analytical rating criteria and displayed a satisfactory…
Transforming instruction to activity
Roleplay is used as a method for education and training, assessment, and research across a wide range of academic and occupational domains, including applied linguistics. In the assessment of speaking and pragmatic competence, roleplay is used to examine how test takers produce and understand social action-in-interaction and in this way overcomes the problem of “construct under-representation”. Roleplay is also chosen for assessment purposes beca…
Validity argument for assessing L2 pragmatics in interaction using mixed methods
This study investigates the validity of assessing L2 pragmatics in interaction using mixed methods, focusing on the evaluation inference. Open role-plays that are meaningful and relevant to the stakeholders in an English for Academic Purposes context were developed for classroom assessment. For meaningful score interpretations and accurate evaluations of interaction-involved pragmatic performances, interaction-sensitive data-driven rating criteri…
Measuring syntactic complexity in L2 pragmatic production
Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment
This study explicates the nature of second language (L2) pragmatic interaction focusing on the quantitative function of interactional features. A relationship between the fine‐grained interactional features elicited from learners’ role‐play performances at varying levels and trained raters’ scores was investigated. The corpus of 102 learners’ role‐play performances was transcribed turn by turn and analyzed qualitatively to identify recurrent inte…
Investigating test-takers’ strategy use in task-based L2 pragmatic speaking assessment
This study explicates cognitive validity of task-based L2 pragmatic speaking assessment by examining reported strategy use of test takers at varying performance levels across different task types. Thirty university-level ESL learners completed four pragmatic speaking tasks that differ in the formality of pragmatic actions. Two trained raters scored the task-based pragmatic performances using analytical rating criteria and displayed a satisfactory…
Measuring syntactic complexity in L2 pragmatic production
Measuring syntactic complexity in L2 pragmatic production
Validity argument for assessing L2 pragmatics in interaction using mixed methods
This study investigates the validity of assessing L2 pragmatics in interaction using mixed methods, focusing on the evaluation inference. Open role-plays that are meaningful and relevant to the stakeholders in an English for Academic Purposes context were developed for classroom assessment. For meaningful score interpretations and accurate evaluations of interaction-involved pragmatic performances, interaction-sensitive data-driven rating criteri…
Transforming instruction to activity
Roleplay is used as a method for education and training, assessment, and research across a wide range of academic and occupational domains, including applied linguistics. In the assessment of speaking and pragmatic competence, roleplay is used to examine how test takers produce and understand social action-in-interaction and in this way overcomes the problem of “construct under-representation”. Roleplay is also chosen for assessment purposes beca…
Investigating test-takers’ strategy use in task-based L2 pragmatic speaking assessment
This study explicates cognitive validity of task-based L2 pragmatic speaking assessment by examining reported strategy use of test takers at varying performance levels across different task types. Thirty university-level ESL learners completed four pragmatic speaking tasks that differ in the formality of pragmatic actions. Two trained raters scored the task-based pragmatic performances using analytical rating criteria and displayed a satisfactory…
Pragmatic variables in role-play design for the context validity of assessing interactional competence
Assessment task design influences the elicitation of targeted linguistic and communicative demands by creating the conditions under which the task is performed. Through the task design, plausible language use contexts are also created. In this study, I examined the role of pragmatic variables in role-play design to ensure the context validity of assessment of interactional competence. Using conversation analysis (CA), I qualitatively analyzed hig…
Where Conversation Analysis meets Language Assessment
Managing proposal sequences in role-play assessment
This qualitative study reports an investigation of the nature of interactional competence at various levels of achievement in the context of role-play speaking assessment. The focal point of this study is on how examinees jointly accomplish the interactional work involved in proposal sequences in role-play interaction. Based on a conversation analysis of a corpus of role-play interaction, I argue that distinct sequential organizations and interac…
Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment
This study explicates the nature of second language (L2) pragmatic interaction focusing on the quantitative function of interactional features. A relationship between the fine‐grained interactional features elicited from learners’ role‐play performances at varying levels and trained raters’ scores was investigated. The corpus of 102 learners’ role‐play performances was transcribed turn by turn and analyzed qualitatively to identify recurrent inte…
Test design and validity evidence of interactive speaking assessment in the era of emerging technologies
As access to smartphones and emerging technologies has become ubiquitous in our daily lives and in language learning, technology-mediated social interaction has become common in teaching and assessing L2 speaking. The changing ecology of L2 spoken interaction provides language educators and testers with opportunities for renewed test design and the gathering of context-sensitive validity evidence of interactive speaking assessment. First, I revie…
EFL/ESL Teaching and Learning (9 works) · Psychology (9 works) · Computer Science (7 works) · Language, Discourse, Communication Strategies (7 works) · Linguistics (7 works) · Communication (6 works) · Conversation (6 works) · Conversation analysis (6 works) · Artificial Intelligence (5 works) · Cognitive psychology (5 works)