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Download full textCrossley, Scott A.; McNamara, Danielle S. – Reading in a Foreign Language, 2016
This study uses a moving windows self-paced reading task to assess text comprehension of beginning and intermediate-level simplified texts and authentic texts by L2 learners engaged in a text-retelling task. Linear mixed effects (LME) models revealed statistically significant main effects for reading proficiency and text level on the number of…
Descriptors: Recall (Psychology), Reading Comprehension, Second Language Learning, Reading Ability
Direct linkKyle, Kristopher; Crossley, Scott A.; McNamara, Danielle S. – Language Testing, 2016
This study explores the construct validity of speaking tasks included in the TOEFL iBT (e.g., integrated and independent speaking tasks). Specifically, advanced natural language processing (NLP) tools, MANOVA difference statistics, and discriminant function analyses (DFA) are used to assess the degree to which and in what ways responses to these…
Descriptors: Construct Validity, Natural Language Processing, Speech Skills, Speech Acts
Guo, Liang; Crossley, Scott A.; McNamara, Danielle S. – Grantee Submission, 2013
This study explores whether linguistic features can predict second language writing proficiency in the Test of English as a Foreign Language (TOEFL iBT) integrated and independent writing tasks and, if so, whether there are differences and similarities in the two sets of predictive linguistic features. Linguistic features related to lexical…
Descriptors: English (Second Language), Linguistics, Second Language Learning, Writing Skills
Crossley, Scott A.; Kyle, Kristopher; Allen, Laura K.; Guo, Liang; McNamara, Danielle S. – Grantee Submission, 2014
This study investigates the potential for linguistic microfeatures related to length, complexity, cohesion, relevance, topic, and rhetorical style to predict L2 writing proficiency. Computational indices were calculated by two automated text analysis tools (Coh- Metrix and the Writing Assessment Tool) and used to predict human essay ratings in a…
Descriptors: Computational Linguistics, Essays, Scoring, Writing Evaluation
Crossley, Scott A.; Salsbury, Tom; McNamara, Danielle S.; Jarvis, Scott – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2011
Lexical proficiency, as a cognitive construct, is poorly understood. However, lexical proficiency is an important element of language proficiency and fluency, especially for second language (L2) learners. Lexical proficiency is also an important attribute of L2 academic achievement. Generally speaking, lexical proficiency comprises breadth of…
Descriptors: Semantics, Language Proficiency, Second Language Learning, Language Fluency
Crossley, Scott A.; Salsbury, Tom; McNamara, Danielle S. – Language Testing, 2012
This study explores how second language (L2) texts written by learners at various proficiency levels can be classified using computational indices that characterize lexical competence. For this study, 100 writing samples taken from 100 L2 learners were analyzed using lexical indices reported by the computational tool Coh-Metrix. The L2 writing…
Descriptors: Semantics, Familiarity, Discriminant Analysis, Vocabulary Development
Crossley, Scott A.; Salsbury, Tom; McNamara, Danielle S.; Jarvis, Scott – Language Testing, 2011
The authors present a model of lexical proficiency based on lexical indices related to vocabulary size, depth of lexical knowledge, and accessibility to core lexical items. The lexical indices used in this study come from the computational tool Coh-Metrix and include word length scores, lexical diversity values, word frequency counts, hypernymy…
Descriptors: Semantics, Familiarity, Second Language Learning, Word Frequency
