Part of
Assessing L2 Listening: Moving towards authenticityGary J. Ockey and Elvis Wagner
[Language Learning & Language Teaching 50] 2018
► pp. 257–273
Gary J. Ockey and Elvis Wagner
[Language Learning & Language Teaching 50] 2018
► pp. 257–273
References
Abeywickrama, P.
(2013) Why not non-native varieties of English as listening comprehension test input? RELC Journal, 44(1), 5974. 
Adank, P., Evans, B., Stuart-Smith, J., & Scott, S.
(2009) Comprehension of familiar and unfamiliar native accents under adverse listening conditions. Journal of Experimental Psychology, 35(2), 520–529.
Ahn, S.
(1987) Sandhi-variation and affective factors as input filters to comprehension of spoken English among Korean learners (Unpublished doctoral dissertation). University of Texas, Austin.
Alderson, J. C., Clapham, C., & Wall, D.
(1995) Language test construction and evaluation. Cambridge: Cambridge University Press.
Almond, R., & Mislevy, R.
(1999) Graphical models and computerized adaptive testing. Applied Psychological Measurement, 23(3), 223–237.
Almond, R., Mislevy, R., Steinberg, L., Yan, D., & Williamson, D.
(2015) Bayesian networks in educational assessment. New York, NY: Springer.
Almond, R., Mulder, J., Hemat, L. A., & Yan, D.
(2009) Bayesian network models for local dependence among observable outcome variables. Journal of Educational and Behavioral Statistics, 34(4), 491–521.
Alptekin, C.
(2010) Redefining multicompetence for bilingualism and ELF. International Journal of Applied Linguistics, 20(1), 95–110.
American Educational Research Association, American Psychological Association, National Council on Measurement in Education, & Joint Committee on Standards for Educational and Psychological Testing
(2014) Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Anderson-Hsieh, J., & Kohler, K.
(1988) The effect of foreign accent and speaking rate on native speaker comprehension. Language Learning, 38(4), 561–613.
Antes, T.
(1996) Kinesics: The value of gesture in language and in the language classroom. Foreign Language Annals, 29(3), 439–448.
Atkinson, J. M., & Heritage, J.
(1984) Structures of social action. Cambridge: Cambridge University Press.
Audacity [Computer software]
(2013) Retrieved from: [URL]
Bachman, L. F.
(2004) Statistical analyses for language assessment. Cambridge: Cambridge University Press.
Bachman, L. F., & Palmer, A. S.
(1996) Language testing in practice. Oxford: Oxford University Press.
Baltova, I.
(1994) The impact of video on the comprehension skills of core French students. Canadian Modern Language Review, 50(3), 507–531.
Banks, B., Gowen, E., Munro, K. J., & Adank, P.
(2015) Cognitive predictors of perceptual adaptation to accented speech. The Journal of the Acoustical Society of America, 137(4), 2015–2024
Barkaoui, K., Brooks, L., Swain, M., & Lapkin, S.
(2013) Test-takers’ strategic behaviors in independent and integrated speaking tasks. Applied Linguistics, 34(3), 304–324.
Batty, A. O.
(2015) A comparison of video- and audio-mediated listening tests with many-facet Rasch modeling and differential distractor functioning. Language Testing, 32(1), 3–20.
(2016) The impact of visual cues on item response in video-mediated tests of foreign language listening comprehension (Unpublished doctoral dissertation). Lancaster University, UK.
Bax, S.
Bejar, I., Douglas, D., Jamieson, J., Nissan, S., & Turner, J.
(2000) TOEFL 2000 listening framework: A working paper (TOEFL Monograph Series Report No. 19). Princeton, NJ: Educational Testing Service.
Bent, T., & Bradlow, A. R.
(2003) The interlanguage speech intelligibility benefit. Journal of the Acoustical Society of America, 114(3), 1600–1610.
Berne, J. E.
(1995) How does varying pre-listening activities affect second language listening comprehension? Hispania, 78(2), 316–329.
Biber, D.
(1988) Variation across speech and writing. Cambridge: Cambridge University Press.
Bilbow, G. T.
(1989) Towards an understanding of overseas students’ difficulties in lectures: A phenomenographic approach. Journal of Further and Higher Education, 13, 85–89.
Blau, E.
(1990) The effect of syntax, speed, and pauses on listening comprehension. TESOL Quarterly, 24(4), 746–753.
(1991) More on comprehensible input: The effect of pauses and hesitation markers on listening comprehension. Paper presented at Puerto Rico TESOL, San Juan, Puerto Rico. (ED 340234).
Bloomfield, A., Wayland, S. C., Rhoades, E., Blodgett, A., Linck, J., & Ross, S.
(2010) What makes listening difficult? Factors affecting second language listening comprehension (Technical Report No. TTO 81434 E.3.1). College Park, MD: University of Maryland, Center for Advanced Study of Language. Retrieved from: [URL]
Bloomfield, A. N., Wayland, S. C., Blodgett, A., & Linck, J.
(2011) Factors related to passage length: Implications for second language listening comprehension, CogSci 2001 Proceedings: 2317–2322
Bond, T., & Fox, C.
(2015) Applying the Rasch model: Fundamental measurement in the human sciences (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Bonk, W. J., & Ockey, G. J.
(2003) A many-facet Rasch analysis of the L2 group oral discussion task. Language Testing, 20(1), 89–110.
Bosker, H., Pinget, A.-F., Quene, H., Sanders, T., & de Jong, N.
(2012) What makes speech sound fluent? The contributions of pauses, speed, and repairs. Language Testing, 30(2), 159–175.
Bosker, H., Quene, H., Sanders, T., & de Jong, N.
(2014) The perception of fluency in native and nonnative speech. Language Learning, 64(3), 579–614.
Bowen, J. D.
(1976) Current research on an integrative test of English grammar. RELC Journal, 7(2), 30–37.
Bowles, M. A.
(2010) The think-aloud controversy in second language research. New York, NY: Routledge.
Bradlow, A. R. & Bent, T.
(2008) Perceptual adaptation to non-native speech. Cognition, 106, 707–729.
Brazil, D.
(1997) The communicative value of intonation in English. Cambridge: Cambridge University Press.
Brett, P.
(1997) A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39–53.
Brooks, L.
(2003) Converting an observation checklist for use with the IELTS speaking test. Cambridge ESOL Research Notes, 11, 20–21.
(2009) Interacting in pairs in a test of oral proficiency: Co-constructing a better performance. Language Testing 26(3), 341–366.
Brown, A.
(1991) Functional load and the teaching of pronunciation. In A. Brown (Ed.), Teaching English pronunciation: A book of readings (pp.211–224). London: Routledge.
(2003) Interviewer variation and the co-construction of speaking proficiency. Language Testing, 20(1), 1–25.
Brown, A., Iwashita, N., & McNamara, T.
(2005) An examination of rater orientations and test-taker performance on English-for-Academic-Purposes speaking tasks (TOEFL Monograph Series MS-29). Princeton, NJ: Educational Testing Service.
Brown, G.
(1995) Speakers, listeners, and communication. Cambridge: Cambridge University Press.
Brown, G., & Yule, G.
(1983) Discourse analysis. Cambridge: Cambridge University Press.
Brown, J. D.
(2001) Using surveys in language programs. Cambridge: Cambridge University Press.
(Ed.) (2012) New ways in teaching connected speech. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Brown, J. D., & Hilferty, A.
(1986) Listening for reduced forms. TESOL Quarterly, 20(4), 759–763.
(2006) The effectiveness of teaching reduced forms for listening comprehension. In J. D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers (pp.51–58). Honolulu, HI: University of Hawai‘i, National Foreign Language Resource Center.
Brown, J. D., & Hudson, T.
(2002) Criterion-referenced language testing. Cambridge: Cambridge University Press.
Brown, J. D., & Kondo-Brown, K.
(2006a) Introducing connected speech. In J. D. Brown and K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers (pp.1–16). Honolulu, HI: University of Hawai‘i, National Foreign Language Resource Center.
(2006b) Testing reduced forms. In J. D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers (pp.247–264). Honolulu, HI: University of Hawai‘i, National Foreign Language Resource Center.
Brunfaut, T. & Révész, A.
(2013) Text characteristics of task input and difficulty in second language listening comprehension. Studies in Second Language Acquisition, 35(1), 31–65.
Brunfaut, T., & McCray, G.
(2015) Looking into test-takers’ cognitive processes whilst completing reading tasks: A mixed-method eye-tracking and stimulated recall study. (ARAGs Research Reports – Online. Vol. 1, No. 1). London: British Council. Retrieved from: [URL]
Buck, G.
(1988) Testing listening comprehension in Japanese university entrance examinations. JALT Journal, 10, 15–42.
(1990) The testing of second language listening comprehension (Unpublished doctoral dissertation). University of Lancaster, UK.
(1991) The testing of listening comprehension: An introspective study. Language Testing, 8(1), 67–91.
(2001) Assessing listening. Cambridge: Cambridge University Press.
Burgoon, J. K.
(1994) Non-verbal signals. In M. L. Knapp & G. R. Miller (Eds.), Handbook of interpersonal communication (pp.344–393). Thousand Oaks, CA: Sage.
Bygate, M.
(1987) Speaking. Oxford: Oxford University Press.
Camtasia Studio 8 [Computer software]
(2013) Retrieved from: [URL]
Canagarajah, S.
(2006) Changing communicative needs, revised assessment objectives: Testing English as an international language. Language Assessment Quarterly, 3(3), 229–242.
Carey, M. D., Mannell, R. H., & Dunn, P. K.
(2011) Does a rater’s familiarity with a candidate’s pronunciation affect the rating in oral proficiency interviews? Language Testing, 28(2), 201–219.
Carr, N. T.
(2011) Designing and analyzing language tests. Oxford: Oxford University Press.
Carter, R., & McCarthy, M.
(1997) Exploring spoken English. Cambridge: Cambridge University Press.
(2006) Cambridge grammar of English: A comprehensive guide. Spoken and written English grammar and usage. Cambridge: Cambridge University Press.
Catford, J. C.
(1987) Phonetics and the teaching of pronunciation. In J. Morley (Ed.), Current perspectives on pronunciation: Practices anchored in theory (pp.83–100). Washington, DC: TESOL.
Celce Murcia, M., Brinton, D., & Goodwin, J.
(1994) Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.
Chafe, W.
(1982) Integration and involvement in speaking, writing and oral literature. In D. Tannen, (Ed.), Spoken and written language: Exploring orality and literacy (pp.35–53). Norwood, NJ: Ablex.
(1985) Linguistics differences produced by differences between speaking and writing. In D. Olson, D. Torrance, & A. Hildyard (Eds.), Literacy language and learning (pp.105–123), Cambridge: Cambridge University Press.
Chandler, J.
(2003) The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296.
Chang, A. C. -S., & Read, J.
(2006) The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40(2), 375–397.
Chapelle, C., Enright, M., & Jamieson, J.
(2008) Building a validity argument for the Test of English as a Foreign Language. New York, NY: Routledge.
Choi, I., & So, Y. S.
(2016) A measurement model for integrated language assessment tasks. Paper presented at the Language Testing Research Colloquium, Palermo, Italy.
Choi, I. -C., Kim, S., & Boo, J.
(2003) Comparability of a paper-based language test and a computer-based language test. Language Testing, 20(3), 295–320.
Clark, M.
(2007) Listening placement test development and analysis from a Rasch perspective. (Doctoral dissertation). Retrieved from ProQuest Information and Learning Company. (3264845)
(2014) The use of semi-scripted speech in a listening placement test for university students. Papers in Language Testing and Assessment, 3(2), 1–26.
Coetzee-Van Rooy, S.
(2006) Integrativeness: Untenable for World Englishes learners? World Englishes, 25(3/4), 437–450. doi:
Cohen, J.
(1992) A power primer. Psychological Bulletin. 112(1): 155–159.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(2013) <[URL]
Coniam, D.
(2001) The use of audio or video comprehension as an assessment instrument in the certification of English language teachers: A case study. System, 29(1), 1–14.
Cook, V. J.
(1992) Evidence for multicompetence. Language Learning, 42(4), 557–591.
Council of Europe
(2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Cross, J.
(2011) Comprehending news videotexts: The influence of the visual content. Language Learning and Technology, 15(2), 44–68.
Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T.
(2015) Second language comprehensibility revisited: Investigating the effects of learner background. TESOL Quarterly, 49(4), 814–837.
Cruttenden, A.
(2014) Gimson’s Pronunciation of English (8th ed.). Oxon: Routledge.
Crystal, D.
(2004) A dictionary of linguistics and phonetics (5th ed.). Oxford: Blackwell.
Cubilo, J.
(2017) Video-mediated listening passages and typed note-taking: Examining their effects on examinee listening test performance and item characteristics (Unpublished doctoral dissertation). University of Hawai‘i at Manoa, Honolulu HI.
Cubilo, J., & Winke, P.
(2013) Redefining the L2 listening construct within an integrated writing task: Considering the impacts of visual-cue interpretation and note-taking. Language Assessment Quarterly, 10(4), 371–397.
Davies, A., Brown, A., Elder, C., Hill, K., Lumley, T., & McNamara, T.
(1999) Studies in language testing: Dictionary of language testing. Cambridge: Cambridge University Press.
Day, R.
(2003) Authenticity in the design and development of materials. In W. A. Renandya (Ed.), Methodology and materials design in language teaching (pp.1–11). Singapore: SEAMEO Regional Language Centre.
De Jong, N., Steinel, M., Florijn, A., Schoonen, R., & Hulstijn, J.
(2012) Facets of speaking proficiency. Studies in Second Language Acquisition, 34(1), 5–34.
Derwing, T. M., & Munro, M. J.
(1997) Accent, intelligibility, and comprehensibility: Evidence from four L1s. Studies in Second Language Acquisition 19(1), 1–16.
(2009a) Comprehensibility as a factor in listener interaction preferences: Implications for the workplace. Canadian Modern Language Review, 66(2), 181–202.
(2009b) Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42(4), 476–490.
Douglas, D.
(1997) Testing speaking ability in academic contexts: Theoretical considerations (TOEFL Monograph Series, Number 8). Princeton, NJ: Educational Testing Service.
Ducasse, A. M., & Brown, A.
(2009) Assessing paired orals: Raters’ orientation to interaction. Language Testing 26(3), 423–443.
Dunkel, P.
(1991) Computerized testing of nonparticipatory L2 listening comprehension proficiency: An ESL prototype development effort. Modern Language Journal, 75(1), 64–73.
Eckes, T.
(2015) Introduction to many-facet Rasch measurement: Analyzing and evaluating rater-mediated assessments (2nd ed.). Frankfurt: Peter Lang.
Educational Testing Services
Eibl-Eibesfeldt, I.
(1972) Similarities and differences between cultures in expressive moments. In R. A. Hinde (Ed.), Non-verbal communication (pp.297–314). Cambridge: Cambridge University Press.
(1973) The expressive behavior of the deaf-and-blind born. In M. von Cranach & I. Vine (Eds.), Social communication and movement. (pp.163–193). New York, NY: Academic Press.
Eiken Foundation of Japan
(2014) Retrieved from: [URL]
Eisentein, M. R., & Berkowitz. D.
(1981) The effect of phonological variation on adult learner comprehension. Studies in Second Language Acquisition, 4(1), 75–80.
Ekman, P., & Friesen, W. V.
(1969) The repertoire of nonverbal behavior: Categories, origins, usage, and coding. Semiotica, 1(1), 49–98.
(1971) Constants across cultures in the face and emotion. Journal of Personality and Social Psychology, 17(2), 124–129. doi:
Ekman, P., Friesen, W. V., & Ellsworth, P.
(1972) Emotion in the human face: Guidelines for research and an integration of findings. New York, NY: Pergamon Press.
Ekong, P.
(1982) On the use of an indigenous model for teaching English in Nigeria. World Language English, 1, 87–92.
Elder, C., & Davies, A.
(2006) Assessing English as a lingua franca. Annual Review of Applied Linguistics, 26, 282–301.
Elder, C., & Harding, L.
(2008) Language testing and English and an international language: Constraints and contributions. Australian Review of Applied Linguistics, 31(3), 1–11.
Elkhafaifi, H.
(2005) The effect of prelistening activities on listening comprehension in Arabic learners. Foreign Language Annals, 38(4), 505–513.
Elliott, M., & Wilson, J.
(2013) Context validity. In A. Geranpayeh & L. Taylor (Eds.), Examining listening: Research and practice in assessing second language listening (Studies in Language Testing Vol. 35). (pp.152–241). Cambridge: UCLES/Cambridge University Press.
Ethnologue
(2013) <[URL]
Field, J.
(2005) Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399–423.
(2008) Listening in the language classroom. Cambridge: Cambridge University Press.
(2013a) The assessment of listening proficiency in Trinity tests of spoken interaction: Guidelines for examiners. Internal research report, Trinity College London.
(2013b) Cognitive validity. In A. Geranpayeh & L. Taylor (Eds.), Examining listening: Research and practice in assessing second language listening (Studies in Language Testing Vol. 35). (pp.77–151). Cambridge: UCLES/Cambridge University Press.
Fisher, W. P.
(1992) Reliability, separation, strata statistics. Rasch Measurement Transactions, 6(3), 238.
Flowerdew, J., & Miller, L.
(1997) The teaching of academic listening comprehension and the question of authenticity. English for Specific Purposes, 16(1), 27–46.
Floyd, K.
(2006) An evolutionary approach to understanding nonverbal communication. In V. L. Manusov & M. L. Patterson (Eds.), The SAGE handbook of nonverbal communication (pp.139–157). Thousand Oaks, CA: Sage.
Foster, P., Tonkyn, A., & Wigglesworth, G.
(2000) Measuring spoken language: A unit for all reasons. Applied Linguistics, 2(3), 354–375.
Fox Tree, J.
(1995) The effects of false starts and repetitions on the processing of subsequent words in spontaneous speech. Journal of Memory and Language, 34(6), 709–738.
Freedle, R., & Kostin, I.
(1999) Does the text matter in a multiple-choice test of comprehension? The case for the construct validity of TOEFL’s minitalks. Language Testing, 16(1), 2–32.
Frost, K., Elder, C., & Wigglesworth, G.
(2012) Investigating the validity of an integrated listening-speaking task: A discourse-based analysis of test takers’ oral performances. Language Testing, 29(3), 345–369.
Fulcher, G.
(2003) Testing second language speaking. New York, NY: Pearson/Longman.
(2010) Practical language testing. London: Hodder Education.
Fulcher, G., & Davidson, F.
(2007) Language testing and assessment: An advanced resource book. New York, NY: Routledge.
Fulcher, J. S.
(1942) “Voluntary” facial expression in blind and seeing children. Archives of Psychology (Columbia University), 38(272).
Galaczi, E.
(2014) Interactional competence across proficiency levels: How do learners manage interaction in Paired Tests? Applied Linguistics, 35(5): 553–574.
Gass, S. M., & Varonis, E. M.
(1984) The effect of familiarity on the comprehensibility of nonnative speech. Language Learning, 34(1), 65–89.
Gass, S., & Mackey, A.
(2000) Stimulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum Associates.
Gelman, A., Carlin, J. B., Stern, H. S., Dunson, D. B., Vehtari, A., & Rubin, D. B.
(2014) Bayesian data analysis (3rd ed.). Boca Raton, FL: CRC Press.
Gelman, A., & Rubin, D. B.
(1992) Inference from iterative simulation using multiple sequences, Statistical Science, 7, 457–511.
GEPT
(2013) The General English Proficiency Test: Offering insight into learners’ English ability. Retrieved from [URL]
Geranpayeh, A. & Taylor, L.
(Eds.) (2013) Examining listening: Research and practice in assessing second language listening (Studies in Language Testing Vol. 35). Cambridge: UCLES/Cambridge University Press.
Gilmore, A.
(2004) A comparison of textbook and authentic interactions. ELT Journal, 58(4), 363–374.
(2007) Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118.
(2011) “I Prefer Not Text”: Developing Japanese learners’ communicative competence with authentic materials. Language Learning, 61(3), 786–819.
Gimson, A. C. (revised by Cruttenden, A.
) (2001) Gimson’s pronunciation of English (6th ed.). London: Arnold.
Ginther, A.
(2002) Context and content visuals and performance on listening comprehension stimuli. Language Testing, 19(2), 133–167.
Goh, C. C.
(1998) How ESL learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2(2), 124–147.
(2002) Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185–206.
Goldman-Eisler, F.
(1968) Psycholinguistics: Experiments in spontaneous speech. London: Academic Press.
Gries, S. T., & Wulff, S.
(2005) Do foreign language learners also have constructions? Annual Review of Cognitive Linguistics, 3, 182–200.
Griffiths, R.
(1991) The paradox of comprehensible input: Hesitation phenomena in L2 teacher talk. JALT Journal, 13(1), 23–41.
(1992) Speech rate and listening comprehension: Further evidence of the relationship. TESOL Quarterly, 26(2), 385–391.
Gruba, P.
(1993) A comparison study of audio and video in language testing. JALT Journal, 15(1), 85–88.
(1994) Design and development of a video-mediated test of communicative proficiency. JALT Journal, 16(1), 25–40.
(1997) The role of video media in listening assessment. System, 25(3), 335–345.
(1999) The role of digital video media in second language listening comprehension (Unpublished doctoral dissertation). University of Melbourne, Australia.
Gu, L., & So, Y.
(2015) Voices from stakeholders: What makes an academic English test ‘international’? Journal of English for Academic Purposes, 18, 9–24.
Guariento, W., & Morley, J.
(2001) Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347–353.
Gut, U.
(2007) Foreign accent. In C. Müller (Ed.), Speaker classification: Fundamentals, features, and methods (pp.75–87). Berlin: Springer.
Hahn, L. D.
(2004) Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223.
Halliday, M. A. K.
(1985) Spoken and written Language. Geelong, Vic.: Deakin University Press.
Hamid, M. O.
(2014) World Englishes in international proficiency tests. World Englishes, 33(2), 263–277.
Hamp-Lyons, L. & Davies, A.
(2008) The Englishes of English tests: Bias revisited. World Englishes, 27(1), 26–39.
Harding, L.
(2011) Accent and listening assessment. Frankfurt: Peter Lang.
(2012) Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective. Language Testing, 29(2), 163–180.
(2014) Communicative language testing: Current issues and future research. Language Assessment Quarterly, 11(2), 186–197.
Henrichsen, L.
(1984) Sandhi-variation: A filter of input for learners of ESL. Language Learning, 34(3), 103–126.
Hernandez, S. S.
(2004) The effects of video and captioned text and the influence of verbal and spatial abilities on second language listening comprehension in a multimedia learning environment (Unpublished doctoral dissertation). New York University, NY. Retrieved from: [URL]
Herron, C., & Seay, I.
(1991) The effect of authentic oral texts on student listening comprehension. Foreign Language Annals, 24, 487–495.
Hilsdon, J.
(1995) The group oral exam: Advantages and limitations. In J. Alderson & B. North (Eds.), Language testing in the 1990s: The communicative legacy (pp.189–197). Hertfordshire: Prentice Hall International.
Hughes, A.
(2003) Testing for language teachers. Cambridge: Cambridge English.
Inoue, C., & Nakatsuhara, F.
(2014) Trinity College London Integrated Skills in English (ISE): Speaking and listening – Phase 3 pilot analysis. Internal research report, Trinity College London.
Ito, Y.
(2001) Effect of reduced forms on ESL learners’ input-intake process. Second Language Studies, 20(1), 99–124.
Jenkins, J.
(2000) The phonology of English as an international language. Oxford: Oxford University Press.
(2006) Current perspectives on teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, 40(1), 157–181.
Kachru, B.
(1986) The alchemy of English: The spread, functions, and models of non-native English. Oxford: Pergamon Institute of English.
Kang, O.
(2010a) Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness. System, 38(2), 301–315.
(2012) Impact of rater characteristics on ratings of international teaching assistants’ oral performance. Language Assessment Quarterly, 9(3), 1–21.
Kang, O., & Moran, M.
(2014) Pronunciation features in non-native speakers’ oral performances. TESOL Quarterly, 48(1), 176–187.
Kang, O., & Pickering, L.
(2014) Using acoustic and temporal analysis for assessing speaking. In A. Kunnan (Ed.), Companion to language assessment (pp.1047–1062). Malden, MA: Wiley-Blackwell.
Kang, O., Rubin, D., & Pickering, L.
(2010) Suprasegmental measures of accentedness and judgments of language learner proficiency in oral English. Modern Language Journal, 94(4), 554–566.
Kang, O., Thomson, R., & Moran, M.
(2015) Intelligibility of different varieties of English. ETS unpublished report.
Kang, O., Thomson, R. & Moran, M.
(2018) Empirical approaches to measuring intelligibility of different varieties of English in predicting listener comprehension of tests. Language Learning, 68(1), 115–146.
Kelch, K.
(1985) Modified input as an aid to comprehension. Studies in Second Language Acquisition, 7, 81–89.
Kellerman, S.
(1992) ‘I see what you mean’: The role of kinesic behaviour in listening and implications for foreign and second language learning. Applied Linguistics, 13(3), 239–258.
Kennedy, S., & Trofimovich, P.
(2008) Intelligibility, comprehensibility, and accentedness of L2 speech: The role of listener experience and semantic context. The Canadian Modern Language Review, 64(3), 459–489.
Keppel, G., & Wickens, T.
(2004) Design and analysis: A researcher’s handbook (4th ed.). Upper Saddle River, NJ: Pearson-Prentice Hall.
Kmiecik, K., & Barkhuizen, G.
(2006) Learner attitudes towards authentic and specially prepared listening materials: A mixed message? TESOLANZ Journal, 14, 1–15.
Kormos, J., & Denes, M.
(2004) Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2):45–164.
Koyama, D., Sun, A., & Ockey, G.
(2016) The effects of item preview on video-based multiple-choice listening assessments. Language Learning & Technology, 20(1), 148–165.
Kurasaki, K. S.
(2000) Intercoder reliability for validating conclusions drawn from open-ended interview data. Field Methods, 12(3), 179–194.
Ladefoged, P.
(2000) A course in phonetics (4th ed.). Boston, MA: Thomson Wadsworth.
Lam, Y. K.
(2002) Raising students’ awareness of the features of real-world listening input. In J. Richards & W. Renandya (Eds.), Methodology in language teaching: An anthology of current practice. (pp.248–253). Cambridge: Cambridge University Press.
Larson-Hall, J.
(2010) A guide to doing statistics in second language research using SPSS. London: Routledge.
Lazaraton, A.
(2002) A qualitative approach to the validation of oral language tests (Studies in Language Testing Vol. 14). Cambridge: UCLES/Cambridge University Press.
Lee, H., & Winke, P.
(2013) The differences among three-, four-, and five-option-item formats in the context of a high-stakes English-language listening test. Language Testing, 30(1), 99–123.
Lee, Y. -W.
(2006) Dependability of scores for a new ESL speaking assessment consisting of integrated and independent tasks. Language Testing, 23(2), 131–166.
Levinson, S. C.
(1983) Pragmatics. Cambridge: Cambridge University Press.
Levis, J. M.
(2005) Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly 39(3), 369–377
Levy, R., & Mislevy, R. J.
(2004) Specifying and refining a measurement model for a computer-based interactive assessment. International Journal of Testing, 4(4), 333–369.
Linacre, J. M.
(1989) Many-facet Rasch measurement. Chicago, IL: MESA Press.
(1998) Structure in Rasch residuals: Why principal components analysis (PCA). Rasch Measurement Transactions, 12, 636.
(2002) Facets, factors, elements and levels. Rasch Measurement Transactions, 16(2), 880.
(2010) User’s guide to Winsteps: Rasch-model computer programs. Chicago, IL: Author.
Londe, Z. C.
(2009) The effects of video media in English as a second language listening comprehension tests. Issues in Applied Linguistics, 17(1), 41–50.
Lunn, D., Thomas, A., Best, N., & Spiegelhalter, D.
(2000) Winbugs – A bayesian modelling framework: Concepts, structure, and extensibility. Statistics and Computing, 10(4), 325–337.
Lynch, T.
(2008) Teaching second language listening. Oxford: Oxford University Press.
Major, R. C., Fitzmaurice, S. F., Bunta, F., & Balasubramanian, C.
(2002) The effects of nonnative accents on listening comprehension: Implications for ESL assessment. TESOL Quarterly, 36(2), 173–190.
(2005) Testing the effects of regional, ethnic and international dialects of English on listening comprehension. Language Learning, 55(1), 37–69.
Matsumoto, D.
(2006) Culture and nonverbal behavior. In V. L. Manusov & M. L. Patterson (Eds.), The SAGE handbook of nonverbal communication (pp.219–235). Thousand Oaks, CA: Sage.
Matsuzawa, T.
(2006) Comprehension of English reduced forms by Japanese business people and the effectiveness of instruction. In J. D. Brown & K. Kondo-Brown, (Eds.), Perspectives on teaching connected speech to second language speakers (pp.59–66). Honolulu, HI: University of Hawai‘i, National Foreign Language Resource Center.
May, L.
(2011) Interactional competence in a Paired Speaking Test: Features salient to raters. Language Assessment Quarterly, 8(1), 127–145.
McCarthy, M.
(2010) Spoken fluency revisited. English Profile Journal, 1, 1–15.
McCarthy, M., & Carter, R.
(1995) Spoken grammar: What is it and how can we teach it? ELT Journal, 49(3), 207–218.
(2001) Ten criteria for a spoken grammar. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp.51–75). Mahwah, NJ: Lawrence Erlbaum Associates.
McCray, G.
(2013) Assessing inter-rater agreement for nominal judgement variables. Paper presented at the Language Testing Forum. Nottingham 15–17 November.
McNamara, T. F.
(1996) Measuring second language performance. London: Longman.
Messick, S.
(1989) Validity (3rd ed.). In R. Linn (Ed.), Educational measurement (pp.13–103). New York, NY: American Council on Education and Macmillan.
(1995) Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749.
(1996) Validity and washback in language testing. Language Testing, 13(3) 242–256.
Mevada, S., & Shah, S.
(2015) Visuals and their effect in listening comprehension. ELT Voices – India, 5(1), 25–34.
Miles, M. B., & Huberman, A. M.
(1994) Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
Mislevy, R. J., Senturk, D., Almond, R., Dibello, L. V., Jenkins, F., Steinberg, L. S., & Yan, D.
(2002) Modeling conditional probabilities in complex educational assessments (CSE technical report 580). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing.
Munro, M. J., & Derwing, T. M.
(1995) Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73–97.
(2011) The foundations of accent and itelligibility in pronunciation research. Language Teaching, 44(3), 316–327.
Munro, M. J., Derwing, T. M., & Morton, S. L.
(2006) The mutual intelligibility of L2 speech. Studies in Second Language Acquisition, 28(1), 111–131.
Nakatsuhara, F.
(2012) The relationship between test-takers’ listening proficiency and their performance on the IELTS Speaking test. In L. Taylor & C. J. Weir (Eds.), IELTS Collected Papers 2: Research in reading and listening assessment (pp.519–573). Cambridge: Cambridge University Press.
(2013) Trinity College London Integrated Skills in English (ISE) ‘The Interview’: Reviewing speaking rating criteria and rating procedures. Internal research report, Trinity College London.
Nakatsuhara, F., & Field, J.
(2012) A study of examiner interventions in relation to the listening demands they make on candidates in the GESE exams, Internal research report, Trinity College London.
Nastasi, B. K.
(1999) Audiovisual methods in ethnography. In J. J. Schensul, M. D. LeCompte, B. K. Nastasi, & S. P. Borgatti (Eds.), Enhanced ethnographic methods: Audiovisual techniques, focused group interviews, and elicitation techniques (pp.1–50). Walnut Creek, CA: Altamira Press.
Nissan, S., DeVincenzi, F., & Tang, K. L.
(1996) An analysis of factors affecting the difficulty of dialogue items in TOEFL listening comprehension (Research Report No. RR-95-37). Princeton, NJ: Educational Testing Service. Retrieved from: [URL]
Nitta, R., & Nakatsuhara, F.
(2014) A multifaceted approach to investigating pre-task planning effects on paired oral test performance. Language Testing, 31(2): 147–175.
NVivo 10 [Computer software]
(2013) Retrieved from: [URL]
Ockey, G. J.
(2007) Construct implications of including still image or video in computer-based listening tests. Language Testing, 24(4), 517–537.
(2009) The effects of group members’ personalities on a test taker’s L2 group oral discussion test score. Language Testing 26(2), 161–186.
(2012) Item response theory. In G. Fulcher, & F. Davidson (Eds.), Routledge handbook of language testing (pp.316–328). New York, NY: Routledge.
(2013) Assessment of listening. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Malden, MA: John Wiley & Sons.
(2014) The potential of the L2 group oral to elicit discourse with a mutual contingency pattern and afford equal speaking rights in an ESP context. English for Specific Purposes, 35, 17–29.
Ockey, G. J., & French, R.
(2016) From one to multiple accents on a test of L2 listening comprehension. Applied Linguistics, 37(5), 693–715.
Ockey, G. J., & Li, Z.
(2015) New and not so new methods for assessing oral communication. Language Value, 7(1) 1–21. Castelló, Spain: Jaume I University ePress. [URL]
Ockey, G. J., Koyama, D., Setoguchi, E., & Sun, A.
(2015) Validity of the TOEFL iBT speaking section for Japanese university students. Language Testing, 32(1), 39–62.
Ockey, G. J., Papageorgiou, S., & French, R.
(2016) Effects of strength of accent on an L2 interactive lecture listening comprehension test. International Journal of Listening, 30(1–2), 84–98.
Ortmeyer, C., & Boyle, J.
(1985) The effect of accent differences on comprehension. RELC Journal 16(2), 48–53.
O’Sullivan, B., Taylor, C., & Wall, D
(2011) Establishing evidence of construct: A case study. Paper presented at the 8th annual EALTA conference, Siena, Italy.
O’Sullivan, B., & Weir, C. J.
(2011) Language testing and validation. In B. O’Sullivan (Ed.), Language testing: Theory and practice (pp.13–32). Houndmills: Palgrave.
O’Sullivan, B., Weir, C. J., & Saville, N.
(2002) Using observation checklists to validate speaking-test tasks. Language Testing, 19(1), 33–56.
Papageorgiou, S.
(2007) Relating the Trinity College London GESE and ISE examinations to the Common European Framework of Reference. London: Trinity College London.
Parry, T. S., & Meredith, R. A.
(1984) Videotape vs. audiotape for listening comprehension tests: An experiment. OMLTA Journal. Retrieved from: [URL]
Peacock, M.
(1997) The effect of authentic materials on the motivation of EFL learners. ELT Journal, 51, 144–156.
Pickering, L.
(2006) Current research on intelligibility in English as a lingua franca. Annual Review of Applied Linguistics, 26, 219–233.
Pinget, A -F., Bosker, H., Quene, H., & de Jong, N.
(2014) Native speakers’ perceptions of fluency and accent in L2 speech. Language Testing, 31(3), 349–365.
Prator, C. H., & Robinett, B. W.
(1972) Manual of American English pronunciation. New York, NY: Holt, Rinehart, & Winston.
Progosh, D.
(1996) Using video for listening assessment: Opinions of test-takers. TESL Canada Journal, 14(1), 34–44.
Rasch, G.
(1960) Probabilistic models for some intelligence and attainment tests. Copenhagen, Denmark: Danmarks Paedogogiske Institut.
Richards, J.
(2006) Materials development and research: Making the connection. RELC Journal, 37(1), 5–26.
Roach, P.
(2004) British English: Received Pronunciation. Journal of the International Phonetic Association, 34(2), 239–245.
Ross, S., & Berwick, R.
(1992) The discourse of accommodation in oral proficiency interviews. Studies in Second Language Acquisition, 14(2), 159–176.
Rost, M.
(2011) Teaching and researching listening (2nd ed.). Harlow, UK: Pearson.
Rubin, A.
(1980) A theoretical taxonomy of the difference between oral and written language. In R. Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues in reading comprehension (pp.411–438) Hillsdale, NJ: Lawrence Erlbaum Associates.
Rubin, J.
(1995) The contribution of video to the development of competence in listening. In D. J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp.151–165). San Diego, CA: Dominie Press.
Saldaña, J.
(2009) The coding manual for qualitative researchers. London: Sage.
Samejima, F.
(1969) Estimation of latent ability using a response pattern of graded scores. Richmond, VA: Psychometric Society.
Sawaki, Y., Stricker, L., & Orange, A.
(2009) Factor structure of the TOEFL Internet-based test. Language Testing, 26(1), 5–30.
Schegloff, E. A.
(1982) Discourse as an interactional achievement: Some uses of “uh huh” and other things that come between sentences. In D. Tannen (Ed.), Analyzing discourse: Text and talk (pp.71–93). Washington, DC: Georgetown University Press.
Seedhouse, P., & Egbert, M.
(2006) The interactional organisation of the IELTS Speaking Test. In P. McGovern & S. Walsh (Eds.), IELTS Research Report (Vol. 6, pp.161–205). Canberra: British Council & IDP Australia.
Shavelson, R., & Webb, N.
(1991) Generalizability theory: A primer. New York, NY: Sage.
Shin, D.
(1998) Using videotaped lectures for testing academic listening proficiency. International Journal of Listening, 12(1), 57–80.
Shohamy, E., & Inbar, O.
(1991) Validation of listening comprehension tests: The effect of text and question type. Language Testing, 8(1), 23–40.
Shohamy, E., Reves, E., & Bejarno, Y.
(1986) Introducing a new comprehensive test of oral proficiency. ELT Journal 40(3), 212–220.
Sick, J.
(2010) Rasch measurement in language education Part 5: Assumptions and requirements of Rasch measurement. SHIKEN: JALT Testing & Evaluation SIG Newsletter, 14(2), 23–29. Retrieved from: [URL] (26 July, 2017).
Sinharay, S.
(2004) Model diagnostics for Bayesian networks (ETS Research Report RR-04-17). Princeton, NJ: Educational Testing Service.
Smith, L., & Bisazza, J.
(1982) The comprehensibility of three varieties of English for college students in seven countries. Language Learning, 32(2), 259–269.
Smith, R. M., Schumacker, R. E., & Bush, M. J.
(1998) Using item mean squares to evaluate fit to the Rasch model. Journal of Outcome Measurement, 2(1), 66–78.
Smyth, D.
(2001) Thai speakers. In M. Swan & B. Smith (Eds.), Learner English: A teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.
Stroud, R.
(2015) Learner and instructor perspectives of group oral discussion task performance. Humanities Review, 20. Nishinomiya, Japan: Kwansei Gakuin University.
Sueyoshi, A., & Hardison, D. M.
(2005) The role of gestures and facial cues in second language listening comprehension. Language Learning, 55(4), 661–699.
Suvorov, R.
(2009) Context visuals in L2 listening tests: The effects of photographs and video vs. audio-only format. In C. A. Chapelle, H. G. Jun, & I. Katz (Eds.), Developing and evaluating language learning materials (pp.53–68). Ames, IA: Iowa State University.
(2013) Interacting with visuals in L2 listening tests: An eye-tracking study. (Unpublished doctoral dissertation). Iowa State University, Ames, IA.
(2015) The use of eye tracking in research on video-based second language L2 listening assessment: A comparison of context videos and content videos. Language Testing, 32(4), 463–483.
Tabachnick, B. G. & Fidell, L. S.
(2013) Using multivariate statistics (6th ed.). Upper Saddle River, NJ: Pearson.
Tannen, D.
(1982) The oral/literate continuum in discourse. In D. Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp.1–33). Norwood, NJ: Ablex.
Tauroza, S., & Allison, D.
(1990) Speech rates in British English. Applied linguistics, 11(1), 90–105.
Tauroza, S., & Luk, J.
(1997) Accent and second language listening comprehension. RELC Journal, 28(1), 54–71.
Tavakoli, P., & Foster, P.
(2008) Task design and second language performance: The effect of narrative type on learner output. Language Learning. 58(2): 439–473.
Taylor, L.
(2006) The changing landscape of English: Implications for language assessment. ELT Journal, 60(1), 51–60.
Taylor, L., & Galaczi, E.
(2011) Scoring validity. In L. Taylor (Ed.), Examining speaking: Research and practice in assessing second language speaking, 30 (pp.171–233). Cambridge: Cambridge University Press.
Taylor, L., & Geranpayeh, A.
(2011) Assessing listening for academic purposes: Defining and operationalizing the test construct. Journal of English for Academic Purposes, 10(2), 89–101.
Thompson, J.
(1941) Development of facial expression of emotion in blind and seeing children. Archives of Psychology (Columbia University), 37(264).
Tomlinson, B.
(2012) Materials development for language learning and teaching. Language Teaching, 45, 143–179.
Trakulkasemsuk, W.
(2012) Thai English. In E. L. Low & A. Hashim (Eds.), English in Southeast Asia (pp.101–112). Amsterdam: John Benjamins.
Trinity College London
(2009) Graded Examinations in Spoken English (GESE) Syllabus – From 1 February 2010. London: Trinity College London.
(2010) Examiners’ Handbook from 2010: Strictly confidential – For examiner use only. London: Trinity College London.
Trofimovich, P., & Isaacs, T.
(2012) Disentangling accent from comprehensibility. Bilingualism: Language and Cognition, 15(4), 905–916.
Turner, C.
(2009) Examining washback in second language education contexts: A high stakes provincial exam and the teacher factor in classroom practice in Quebec secondary schools. International Journal of Pedagogies and Learning, 5(1), 103–123.
Ure, J.
(1971) Lexical density and register differentiation. In J. E. Perren & J. L. M. Trim (Eds.), Applications of linguistics (pp.443–452). Cambridge: Cambridge University Press.
Urmston, A., Raquel, M., & Tsang, C.
(2013) Diagnostic testing of Hong Kong tertiary students’ English language proficiency: The development and validation of DELTA. Hong Kong Journal of Applied Linguistics, 14(2), 60–82.
van der Linden, W.
(2012) On compensation in multidimensional response modeling. Psychometrika, 77(1), 21–30.
Van Gog, T., Paas, F., Van Merriënboer, J. J. G., & Witte, P.
(2005) Uncovering the problem-solving process: Cued retrospective reporting versus concurrent and retrospective reporting. Journal of Experimental Psychology: Applied, 11(4), 237–244.
Van Moere, A.
(2006) Validity evidence in a university group oral test. Language Testing, 23(4), 411–440.
Vandergrift, L.
(2007) Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210.
Vandergrift, L., & Goh, C.
(2012) Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge.
von Raffler-Engel, W.
(1980) Kinesics and paralinguistics: A neglected factor in second language research and teaching. Canadian Modern Language Review, 36, 225–237.
Voss, B.
(1979) Hesitation phenomena as sources of perceptual errors for non-native speakers. Language and Speech, 22(2), 129–144.
Wagner, E.
(2002) Video listening tests: A pilot study. Working Papers in TESOL & Applied Linguistics, Teachers College, Columbia University, 2(1). Retrieved from: [URL] (1 October, 2017).
(2006) Utilizing the visual channel: An investigation of the use of video texts on tests of second language listening ability (Unpublished doctoral dissertation). Teachers College, Columbia University, New York, NY.
(2007) Are they watching? Test-taker viewing behavior during an L2 video listening test. Language Learning & Technology, 11(1), 67–86.
(2008) Video listening tests: What are they measuring? Language Assessment Quarterly, 5(3), 218–243.
(2010a) Test-takers’ interaction with an L2 video listening test. System, 38(2), 280–291.
(2010b) The effect of the use of video texts on ESL listening test-taker performance. Language Testing, 27(4), 493–513.
(2013) An investigation of how the channel of input and access to test questions affect L2 listening test performance. Language Assessment Quarterly, 10(2), 178–195.
(2014a) Using unscripted spoken texts to prepare L2 learners for real world listening. TESOL Journal, 5(2), 288–311.
(2014b) Assessing listening. In A. Kunnan (Ed.), Companion to language assessment (Vol. 1, pp.47–63). Malden, MA: Wiley-Blackwell.
(2016a) Survey research in applied linguistics. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics. (pp.83–99). London: Continuum.
(2016b) Authentic texts in the assessment of L2 listening ability. In J. Banarjee & D. Tsagari (Eds.), Contemporary second language assessment. (pp.438–463). London: Continuum.
(2018) Texts for listening instruction and assessment. In J. Liontas (Ed.) The TESOL encyclopedia for English language teaching (Vol. 3, pp.1544–1555). Oxford: Wiley-Blackwell.
Wagner, E., Liao, Y. -F., & Wagner, S.
(2016) Testing L2 listening: Making scripted spoken texts “authentic”. Paper presented at the East Coast Organization of Language Testers, Washington, DC.
Wagner, E., & Toth, P.
(2014) Teaching and testing L2 Spanish listening using scripted vs. unscripted texts. Foreign Language Annals, 47(3), 404–422.
(2017) The role of pronunciation in the assessment of L2 listening ability. In T. Isaacs & P. Trofimovich (Eds.), Interfaces in second language pronunciation assessment: Interdisciplinary perspectives. (pp.72–92). Bristol: Multilingual Matters.
Wagner, E., & Wagner, S.
(2016) Scripted and unscripted spoken texts used in listening tasks on high stakes tests in China, Japan, and Taiwan. In V. Aryadoust & J. Fox (Eds.), Current trends in language testing in the Pacific Rim and the Middle East: Policies, analyses, and diagnoses. (pp.103–123). Newcastle upon Tyne: Cambridge Scholars.
Webb, N. M., Nemer, K. M., Chizhik, A. W., & Sugrue, B.
(1998) Equity issues in collaborative group assessment: Group composition and performance. American Educational Research Journal, 35(4), 607–651.
Weinstein, N.
(2001) Whaddaya say? Guided practice in relaxed speech (2nd ed.). London: Longman.
Weir, C. J.
(2005) Language testing and validation: An evidence-based approach. London: Palgrave Macmillan.
Wells, J. C.
(1982) Accents of English. Cambridge: Cambridge University Press.
Widdowson, H. G.
(1996) Comment: authenticity and autonomy in ELT. ELT Journal 50(1), 67–68.
(1998) Context, community, and authentic language. TESOL Quarterly, 32(4), 705–716.
(2003) Defining issues in English language teaching. Oxford: Oxford University Press.
Winke, P., Gass, S., & Myford, C.
(2012) Raters’ L2 background as a potential source of bias in rating oral performance. Language Testing, 30(2), 231–252.
Wolcott, H. F.
(1994) Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage.
Wong, J.
(2002) ‘Applying’ conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks. International Review of Applied Linguistics, 40(1), 37–60.
Wright, B., & Linacre, J. M.
(1994) Reasonable mean-square fit values. Rasch Measurement Transactions, 8(3), 370.
Wright, B., & Masters, G.
(1982) Rating scale analysis: Rasch measurement. Chicago, IL: Mesa.
Yanagawa, K.
(2016) Examining the authenticity of the Center Listening Test: Speech rate, reduced forms, hesitation and fillers, and processing levels. JACET Journal, 60, 97–115.
Yanagawa, K., & Green, A.
(2008) To show or not to show: The effects of item stems and answer options on performance on a multiple-choice listening comprehension test. System, 36(1), 107–122.
Zareva, A.
(2010) Multicompetence and L2 users’ associative links: Being unlike nativelike. International Journal of Applied Linguistics, 20(1), 2–22.