Sun-Young Shin

Sun-Young Shin

Associate Professor, Second Language Studies

Education

  • Ph.D., Applied Linguistics, University of California, Los Angeles , 2007
  • M.A., English as a Second Language, University of Hawai'i at Mānoa, 2002
  • B.A., English Language and Literature, Korea University, Seoul, Korea, 1998

About Sun-Young Shin

My research mainly focuses on language assessment and my research endeavors in language assessment are founded on the notion that test validation is viewed as a process of arguing for the intended interpretation of test scores and their appropriateness for their proposed use. This process thus calls for theoretical rationale and evidence to support the claims we make for the intended interpretation and use of the test scores.

This approach to language assessment research is reflected in the following major research streams: 1) developing and validating authentic listening and writing assessment; 2) validating classroom-based language assessment in interactive form; 3) developing and validating L2 vocabulary assessment; and 4) validating standard setting procedures and results. For more updated information about my recent research and other activities, please check out my language assessment lab website.

Research interests

  • L2 assessment
  • English for specific purposes
  • Standard Setting
  • Statistical analyses for language study

Publications

  • Shin, S.-Y., Lee, S., & Park, Y. (2023). Exploring rater behaviors on handwritten and typed reading-to-write essays using FACETS. In K. Sadeghi, & D. Douglas (Eds.), Fundamental Considerations in Technology Mediated Language Assessment. (pp. 99-114). Routledge.                                                                     

  • Shin, S.-Y., & Lee, S. (accepted). Effects of the Type of Audio-visual Input and Listenability on Young L2 Learners’ Listening Comprehension. TESOL Quarterly.

  • Su, Y., & Shin, S.-Y. (2023, Onlinefirst). Comparing two formats of data-driven rating scales for classroom assessment of pragmatics performance with roleplays. Language Testing.

  • Shin, S.-Y., Lee, S., & Wudthayagorn, J. (2023). Editorial: Exploring language assessment issues and challenges in ASEAN contexts. PASAA: A Journal of Language Teaching and Learning, 66, 1-4.

  • Park, Y., Lee, S., & Shin, S.-Y. (2022). Developing a Local Academic English Listening Test Using Authentic Unscripted Audio-Visual Texts. Language Testing, 39(3), 401-424.
  • Lee, S., & Shin, S.-Y. (2021). Towards improved assessment of L2 collocation knowledge. Language Assessment Quarterly, 18(4), 419-445.
  • Shin, S.-Y., Lee, S, & Lidster, R. (2021). Examining the effects of different English speech varieties on an L2 academic listening comprehension test at the item level. Language Testing, 38(4), 580-601.
  • Shin, S.-Y. (2020). The effects of proficiency differences in pairs on Korean learners’ speaking performance. In Ockey G.J., Green B.A. (Eds.), Another Generation of Fundamental Considerations in Language Assessment (pp. 221-242). Springer.
  • Shin. S.-Y., & Lee, H. (2020). Korean Language Assessment. In Y. Y. Cho (Ed.), Teaching Korean as a Foreign Language (KFL): Theories and Practices (pp.147-168). Routledge. 
  • Shin, S.-Y. (2020). Book review of Assessing L2 Listening: Moving towards authenticity by Gary J. Ockey and Elvis Wagner. Language Assessment Quarterly, 17(2), 216-220.
  • Zepada, R., & Shin, S.-Y. (2019). Developing and validating an English proficiency test. MEXTESOL Journal, 43(3), 1-11.
  • Chaisuriya, A., & Shin, S.-Y. (2019). Examining English test practicality among different stakeholders in Thailand. The Journal of Asia TEFL, 16(1), 107-120.
  • Shin, S. Y. (2018). A special interview with Associate Professor Dr. Sun-Young Shin about Language Assessment. PASAA: A Journal of Language Teaching and Learning, 56, 1-8.
  • Long, A., Shin, S.-Y., Geeslin, K., & Willis, E. (2018). Does the test work? Evaluating a web-based language placement test. Language Learning & Technology, 22(1), 137-156.
  • Shin, S.-Y., & Lidster, R. (2017). Evaluating standard setting methods in an ESL placement testing context. Language Testing, 34(3), 357-381.
  • Joaquin, A., Kim, H., & Shin, S.-Y. (2016). Examining prewriting strategies in L2 Writing: Do They Really Work? ASIAN EFL Journal, 18(2), 147-181.
  • Shin, S.-Y., Lidster, R., Sabraw, S., & Yeager, R. (2016). The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task. Language Teaching Research, 20(3), 366-386.
  • Shin, S.-Y. (2016). Investigating the validity of KFL text difficulty as defined by the ILR reading scales. Journal of the National Council of Less Commonly Taught Languages, 18, 159-174.
  • Su, Y., & Shin, S.-Y. (2015). Test Review: The New HSK. Iranian Journal of Language Testing, 5(2), 91-103. [now the International Journal of Language Testing].
  • Ewert, D., & Shin, S.-Y. (2015). Examining instructors’ conceptualizations and challenges in designing a data-driven rating scale for a reading-to-write task. Assessing Writing, 26, 38-50.
  • Shin, S.-Y., & Ewert, D. (2015). What accounts for integrated reading-to-write task scores? Language Testing, 32(2), 259-281.
  • Bardovi-Harlig, K., & Shin, S.-Y. (2014). Expanding traditional testing measures with tasks from L2 pragmatics research. Iranian Journal of Language Testing, 4(1), 26-49. [now the International Journal of Language Testing]
  • Shin, S.-Y. (2013). Developing a framework for using E-portfolios as a research and assessment tool. ReCALL, 25(3), 359-372.
  • Shin, S.-Y. (2013). Proficiency scales. In C. A. Chappelle (Ed.), The Encyclopedia of Applied Linguistics (pp.1-7). Oxford, UK: Wiley-Blackwell.
  • Shin, S.-Y. (2012). Web-based language testing. In C. Coombe, B. O’Sullivan, P. Davidson & S. Stoynoff (Eds.), The Cambridge Guide to Language Assessment (pp. 274-279). Cambridge: Cambridge University Press.
  • Shin, S.-Y. (2010). The functions of code-switching in a Korean Sunday school. Heritage Language Journal, 7, 91-116.
  • Shin, S.-Y. (2008). Examining the construct validity of a web-based academic listening test: an investigation of the effects of constructed response formats in a listening test. The Spaan Fellowship Working Papers in Second or Foreign Language, 6, 95-129. English Language Institute. University of Michigan.