TESL/Applied Linguistics: Conference on Technology for Second Language Learning

Options for adaptivity in computer-assisted language learning and assessment
Robert Mislevy, University of Maryland
Carol A. Chapelle, Iowa State University
Yoo-Ree Chung, Iowa State University
Jing Xu, Iowa State University

Using diagnostic information to adapt traditional textbook-based instruction
Joan Jamieson, Northern Arizona University
Maja Grgurovic, Iowa State University
Tony Becker, Northern Arizona University

Towards cognitive response theory in diagnostic language assessment
Quan Zhang
College of Foreign Studies, Southern Medical University, China

Part II: NLP Analysis in Language Assessment

Automated diagnostic writing tests: Why? How?
Elena Cotos & Nick Pendar
Iowa State University

Decisions about automated scoring: What they mean for our constructs
Nathan Carr
California State University, Fullerton

What and how much evidence do we need? Critical considerations for using automated speech scoring systems
Xiaoming Xi
Educational Testing Service

Part III: Learner Data, Diagnosis, and Language Acquisition

A framework for cognitive diagnostic assessment
Eunice E. Jang
Ontario Institute for Studies in Education of the University of Toronto

Study on the analysis of learner data for the effectiveness of an ESL CALL program
Jinhee Choo & Doe-Hyung Kim
University of Illinois, Urbana-Champaign

Modeling SLA processes using NLP
Mathias Schulze
University of Waterloo

Lexical acquisition, awareness, and self-assessment through computer-mediated interaction: The effects of modality and dyad type
Melissa Baralt
Georgetown University

Part IV: Authenticity in Language Assessment

Minimal pairs in spoken corpora: Implications for pronunciation assessment and teaching
John Levis & Viviana Cortes
Iowa State University

The development of a web-based Spanish listening exam
Cristina Pardo-Balleter
Iowa State University