Ray J T Liao
Biographic Data
| ID | 8903159 |
|---|---|
| NAME | Ray J T Liao |
| GIVEN NAMES | Ray J T |
| FAMILY NAME | Liao |
| SIGNATURE | LIAO R J T |
| AFFILIATIONS | National Taiwan Ocean University |
| ORCID | 0000-0003-4246-1449 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores
In the context of L2 academic reading, teachers tend to use a variety of question formats to assess students’ reading comprehension. Studies have revealed that not only question formats but also L2 language proficiency might affect how students use metacognitive strategies. Moreover, studies have determined that students’ L2 reading comprehension is positively influenced by their metacognitive knowledge, though whether this positive influence is …
Notetaking as validity evidence
The relationship between written discourse features and integrated listening-to-write scores for adolescent English language learners
As integrated writing tasks in large-scale and classroom-based writing assessments have risen in popularity, research studies have increasingly concentrated on providing validity evidence. Given the fact that most of these studies focus on adult second language learners rather than younger ones, this study examined the relationship between written discourse features, vocabulary support, and integrated listening-to-write scores for adolescent Engl…
The use of generalizability theory in investigating the score dependability of classroom-based L2 reading assessment
Among the variety of selected response formats used in L2 reading assessment, multiple-choice (MC) is the most commonly adopted, primarily due to its efficiency and objectiveness. Given the impact of assessment results on teaching and learning, it is necessary to investigate the degree to which the MC format reliably measures learners’ L2 reading comprehension in the classroom context. While researchers have claimed that the longer the reading te…
How do cohesion features inform science instruction for English learners
Cohesion plays an important role in science texts as their comprehension depends much on structural and textual signalling, which demonstrates the organisation of the text, the logical links of ideas, and the intended purpose of the writer. Particularly, research has shown that English learners (ELs) rely more on cohesive markers than their English-speaking peers during the reading process. To promote students’ reading comprehension in science, u…
Integrated assessment research
The view that language should be divided into four skills – reading, writing, listening, speaking – has dominated second language (L2) teaching and learning for some time; perspectives have emerged that conceptualize language as holistic or skills as integrated. This construct of language is evident in language assessments, with an increase in ‘integrated skills’ tasks appearing in tests of writing or speaking. Integrated skills assessments have …
No prominent works on this page.
Integrated assessment research
The view that language should be divided into four skills – reading, writing, listening, speaking – has dominated second language (L2) teaching and learning for some time; perspectives have emerged that conceptualize language as holistic or skills as integrated. This construct of language is evident in language assessments, with an increase in ‘integrated skills’ tasks appearing in tests of writing or speaking. Integrated skills assessments have …
How do cohesion features inform science instruction for English learners
Cohesion plays an important role in science texts as their comprehension depends much on structural and textual signalling, which demonstrates the organisation of the text, the logical links of ideas, and the intended purpose of the writer. Particularly, research has shown that English learners (ELs) rely more on cohesive markers than their English-speaking peers during the reading process. To promote students’ reading comprehension in science, u…
The use of generalizability theory in investigating the score dependability of classroom-based L2 reading assessment
Among the variety of selected response formats used in L2 reading assessment, multiple-choice (MC) is the most commonly adopted, primarily due to its efficiency and objectiveness. Given the impact of assessment results on teaching and learning, it is necessary to investigate the degree to which the MC format reliably measures learners’ L2 reading comprehension in the classroom context. While researchers have claimed that the longer the reading te…
The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores
In the context of L2 academic reading, teachers tend to use a variety of question formats to assess students’ reading comprehension. Studies have revealed that not only question formats but also L2 language proficiency might affect how students use metacognitive strategies. Moreover, studies have determined that students’ L2 reading comprehension is positively influenced by their metacognitive knowledge, though whether this positive influence is …
Notetaking as validity evidence
The relationship between written discourse features and integrated listening-to-write scores for adolescent English language learners
As integrated writing tasks in large-scale and classroom-based writing assessments have risen in popularity, research studies have increasingly concentrated on providing validity evidence. Given the fact that most of these studies focus on adult second language learners rather than younger ones, this study examined the relationship between written discourse features, vocabulary support, and integrated listening-to-write scores for adolescent Engl…
Computer Science (6 works) · Linguistics (6 works) · Mathematics education (6 works) · Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Active listening (3 works) · Reading comprehension (3 works) · Second Language Acquisition and Learning (3 works) · Communication (2 works) · Comprehension (2 works)