Sun‐Young Shin
Biographic Data
| ID | 5998536 |
|---|---|
| NAME | Sun‐Young Shin |
| GIVEN NAMES | Sun‐Young |
| FAMILY NAME | Shin |
| SIGNATURE | SHIN S Y |
| AFFILIATIONS | Indiana University |
| ORCID | 0000-0002-5267-2330 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Proficiency Scales
The comprehension of second language (L2) learners' grasp of the target language (TL) has been a prominent concern in the realm of L2 acquisition, assessment, and instruction. L2 researchers and educators must possess a method for defining and elucidating the notion of language knowledge and its application in communication. Consequently, the concept of proficiency and the creation of proficiency scales have been subjects of continual and intense…
Comparing two formats of data-driven rating scales for classroom assessment of pragmatic performance with roleplays
Rating scales that language testers design should be tailored to the specific test purpose and score use as well as reflect the target construct. Researchers have long argued for the value of data-driven scales for classroom performance assessment, because they are specific to pedagogical tasks and objectives, have rich descriptors to offer useful diagnostic information, and exhibit robust content representativeness and stable measurement propert…
Effects of the Type of Audio‐visual Input and Listenability on Young L2 Learners' Listening Comprehension
Numerous studies have compared the effect of input mode (video‐based vs. audio‐only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio‐visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio‐visual input type and text listenability on the listening comprehe…
Developing a local academic English listening test using authentic unscripted audio-visual texts
Despite consistent calls for authentic stimuli in listening tests for better construct representation, unscripted texts have been rarely adopted in high-stakes listening tests due to perceived inefficiency. This study details how a local academic listening test was developed using authentic unscripted audio-visual texts from the local target language use (TLU) domain without compromising the reliability of the test results and validity of the sco…
Examining the effects of different English speech varieties on an L2 academic listening comprehension test at the item level
In this study we investigated the potential for a shared-first-language (shared-L1) effect on second language (L2) listening test scores using differential item functioning (DIF) analyses. We did this in order to understand how accented speech may influence performance at the item level, while controlling for key variables including listening passages, item type, and the degrees of intelligibility, comprehensibility, and speaker accentedness. A t…
Evaluating different standard-setting methods in an ESL placement testing context
In language programs, it is crucial to place incoming students into appropriate levels to ensure that course curriculum and materials are well targeted to their learning needs. Deciding how and where to set cutscores on placement tests is thus of central importance to programs, but previous studies in educational measurement disagree as to which standard-setting method (or methods) should be employed in different contexts. Furthermore, the result…
What accounts for integrated reading-to-write task scores
Reading-to-write (RTW) tasks are becoming increasingly popular and have already been used in several high-stakes English proficiency exams, either replacing or complementing a prompt-based essay test. However, it is still not clear that what accounts for successful or unsuccessful performance on an integrated reading–writing task is owing to the hybrid nature of reading and writing skills and to potential rater effects on test score variability. …
Proficiency Scales
Understanding the nature and extent of second language ( L2 ) learners' knowledge of the target language ( TL ) has been a major issue in the field of L2 acquisition, assessment, and teaching. It is critical for L2 researchers and teachers to have a means of defining and describing what it means to know a language and to use it for communicative purposes. Therefore, the concept of proficiency and development of proficiency scales has been the sub…
The functions of Code-switching in a Korean Sunday School
In a bilingual community, people often switch from one language to another in their daily conversations and the use of code-switching often reflects the social or cultural identities of the speakers. The switch to a particular language in the bilingual discourse can also be employed as an effective vehicle to signal ethnic identity. This paper seeks to explore the functions of code-switching in a Korean Sunday school through an analysis of codesw…
No prominent works on this page.
The functions of Code-switching in a Korean Sunday School
In a bilingual community, people often switch from one language to another in their daily conversations and the use of code-switching often reflects the social or cultural identities of the speakers. The switch to a particular language in the bilingual discourse can also be employed as an effective vehicle to signal ethnic identity. This paper seeks to explore the functions of code-switching in a Korean Sunday school through an analysis of codesw…
Proficiency Scales
Understanding the nature and extent of second language ( L2 ) learners' knowledge of the target language ( TL ) has been a major issue in the field of L2 acquisition, assessment, and teaching. It is critical for L2 researchers and teachers to have a means of defining and describing what it means to know a language and to use it for communicative purposes. Therefore, the concept of proficiency and development of proficiency scales has been the sub…
What accounts for integrated reading-to-write task scores
Reading-to-write (RTW) tasks are becoming increasingly popular and have already been used in several high-stakes English proficiency exams, either replacing or complementing a prompt-based essay test. However, it is still not clear that what accounts for successful or unsuccessful performance on an integrated reading–writing task is owing to the hybrid nature of reading and writing skills and to potential rater effects on test score variability. …
Evaluating different standard-setting methods in an ESL placement testing context
In language programs, it is crucial to place incoming students into appropriate levels to ensure that course curriculum and materials are well targeted to their learning needs. Deciding how and where to set cutscores on placement tests is thus of central importance to programs, but previous studies in educational measurement disagree as to which standard-setting method (or methods) should be employed in different contexts. Furthermore, the result…
Examining the effects of different English speech varieties on an L2 academic listening comprehension test at the item level
In this study we investigated the potential for a shared-first-language (shared-L1) effect on second language (L2) listening test scores using differential item functioning (DIF) analyses. We did this in order to understand how accented speech may influence performance at the item level, while controlling for key variables including listening passages, item type, and the degrees of intelligibility, comprehensibility, and speaker accentedness. A t…
Developing a local academic English listening test using authentic unscripted audio-visual texts
Despite consistent calls for authentic stimuli in listening tests for better construct representation, unscripted texts have been rarely adopted in high-stakes listening tests due to perceived inefficiency. This study details how a local academic listening test was developed using authentic unscripted audio-visual texts from the local target language use (TLU) domain without compromising the reliability of the test results and validity of the sco…
Comparing two formats of data-driven rating scales for classroom assessment of pragmatic performance with roleplays
Rating scales that language testers design should be tailored to the specific test purpose and score use as well as reflect the target construct. Researchers have long argued for the value of data-driven scales for classroom performance assessment, because they are specific to pedagogical tasks and objectives, have rich descriptors to offer useful diagnostic information, and exhibit robust content representativeness and stable measurement propert…
Effects of the Type of Audio‐visual Input and Listenability on Young L2 Learners' Listening Comprehension
Numerous studies have compared the effect of input mode (video‐based vs. audio‐only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio‐visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio‐visual input type and text listenability on the listening comprehe…
Proficiency Scales
The comprehension of second language (L2) learners' grasp of the target language (TL) has been a prominent concern in the realm of L2 acquisition, assessment, and instruction. L2 researchers and educators must possess a method for defining and elucidating the notion of language knowledge and its application in communication. Consequently, the concept of proficiency and the creation of proficiency scales have been subjects of continual and intense…
Computer Science (8 works) · Psychology (8 works) · Linguistics (7 works) · EFL/ESL Teaching and Learning (4 works) · Mathematics education (4 works) · Active listening (3 works) · Communication (3 works) · Comprehension (3 works) · Language proficiency (3 works) · Reading and Literacy Development (3 works)