Ping-Lin Chuang
Biographic Data
| ID | 6479998 |
|---|---|
| NAME | Ping-Lin Chuang |
| GIVEN NAMES | Ping-Lin |
| FAMILY NAME | Chuang |
| SIGNATURE | CHUANG P |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0003-2907-5324 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
What makes listening comprehension difficult?: A feature-based machine learning approach to understanding item difficulty
Understanding what makes second language (L2) listening comprehension difficult is crucial for advancing language learning and assessment. In L2 listening assessment, a key challenge is developing items with targeted difficulty levels. This difficulty can be influenced by textual and acoustic features from different item segments (i.e. stimuli, stems, and options) embedded in a multi-layered structure, along with task-related features. This study…
Disfluency doesn’t happen in isolation: Exploring how individual disfluency features co-occur in L2 speaking performances
The construct of second language (L2) utterance fluency is typically operationalized through various individual temporal features. However, in natural speech, fluency (or disfluency) is often characterized by the clustering of multiple temporal features, collectively revealing the speaker’s effort in speech production or disfluency recovery. In this study, we explore the co-occurrence patterns of disfluency features in L2 speech and their associa…
Do source use features impact raters’ judgment of argumentation? An experimental study
This experimental study explores how source use features impact raters’ judgment of argumentation in a second language (L2) integrated writing test. One hundred four experienced and novice raters were recruited to complete a rating task that simulated the scoring assignment of a local English Placement Test (EPT). Sixty written responses were adapted from essays written by EPT test-takers. These responses were crafted to reflect different conditi…
Language assessment in the era of generative artificial intelligence: Opportunities, challenges, and future directions
Economic return of English language proficiency: Do English proficiency scores predict employee income in China
As English is the international language of the global economy, possessing sufficient English language skills or passing large-scale standardized proficiency tests is believed to have various economic returns. Situating this common belief about English proficiency test scores within the argument-based validity framework, economic returns of English proficiency can be considered a source of validity evidence at the extrapolation inference level. U…
Connecting source use and argumentation in L2 integrated argumentative writing performance
How do raters learn to rate? Many-facet Rasch modeling of rater performance over the course of a rater certification program
This study employed a mixed-methods approach to examine how rater performance develops during a semester-long rater certification program for an English as a Second Language (ESL) writing placement test at a large US university. From 2016 to 2018, we tracked three groups of novice raters ( n = 30) across four rounds in the certification program. Using many-facet Rasch modeling, rater performance was examined in terms of rater agreement, rater con…
An investigation of the relationship between argument structure and essay quality in assessed writing
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An investigation of the relationship between argument structure and essay quality in assessed writing
Connecting source use and argumentation in L2 integrated argumentative writing performance
How do raters learn to rate? Many-facet Rasch modeling of rater performance over the course of a rater certification program
This study employed a mixed-methods approach to examine how rater performance develops during a semester-long rater certification program for an English as a Second Language (ESL) writing placement test at a large US university. From 2016 to 2018, we tracked three groups of novice raters ( n = 30) across four rounds in the certification program. Using many-facet Rasch modeling, rater performance was examined in terms of rater agreement, rater con…
Economic return of English language proficiency: Do English proficiency scores predict employee income in China
As English is the international language of the global economy, possessing sufficient English language skills or passing large-scale standardized proficiency tests is believed to have various economic returns. Situating this common belief about English proficiency test scores within the argument-based validity framework, economic returns of English proficiency can be considered a source of validity evidence at the extrapolation inference level. U…
What makes listening comprehension difficult?: A feature-based machine learning approach to understanding item difficulty
Understanding what makes second language (L2) listening comprehension difficult is crucial for advancing language learning and assessment. In L2 listening assessment, a key challenge is developing items with targeted difficulty levels. This difficulty can be influenced by textual and acoustic features from different item segments (i.e. stimuli, stems, and options) embedded in a multi-layered structure, along with task-related features. This study…
Disfluency doesn’t happen in isolation: Exploring how individual disfluency features co-occur in L2 speaking performances
The construct of second language (L2) utterance fluency is typically operationalized through various individual temporal features. However, in natural speech, fluency (or disfluency) is often characterized by the clustering of multiple temporal features, collectively revealing the speaker’s effort in speech production or disfluency recovery. In this study, we explore the co-occurrence patterns of disfluency features in L2 speech and their associa…
Do source use features impact raters’ judgment of argumentation? An experimental study
This experimental study explores how source use features impact raters’ judgment of argumentation in a second language (L2) integrated writing test. One hundred four experienced and novice raters were recruited to complete a rating task that simulated the scoring assignment of a local English Placement Test (EPT). Sixty written responses were adapted from essays written by EPT test-takers. These responses were crafted to reflect different conditi…
Language assessment in the era of generative artificial intelligence: Opportunities, challenges, and future directions
Linguistics (5 works) · Psychology (5 works) · Computer Science (4 works) · Discourse Analysis in Language Studies (3 works) · Educational and Psychological Assessments (3 works) · Mathematics education (3 works) · Student Assessment and Feedback (3 works) · Argumentation theory (2 works) · Argumentative (2 works) · Chemistry (2 works)