Indiana University

The Department of Second Language Studies

Sun-Young Shin

Photo of Sun-Young Shin

Associate Professor of Second Language Studies

shin36@indiana.edu
(812) 855-8479
Ballantine Hall 871

Research Interests

  • L2 assessment
  • English for specific purposes
  • Language program evaluation
  • Web-based language teaching and testing
  • Standard Setting
  • Statistical analyses for language study

Education

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

Personal Statement

My research mainly focuses on language assessment, SLA, multilingualism, and heritage speaker studies, and my primary research interest lies in language assessment concentrating on the issues in validity of a given language assessment tool. My research is 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 the 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. Based on these premises, my research explores the extent to which various factors affecting performance on language assessments are relevant to and representative of the construct being measured in different contexts. My work draws on theories and concepts from linguistics, second language acquisition, psychometrics, and educational measurement, and applies them to the study of various aspects of language assessment research and practices.

Publications

  • Shin, S.-Y., & Lidster, R. (2017). Evaluating standard setting methods in an ESL placement testing context. Language Testing, 34, 357-381.
  • Long, A., Shin, S.-Y., Geeslin, K., & Willis, E. (accepted). Does the test work? Evaluating a web-based language placement test. Language Learning & Technology.
  • Joaquin, A., Kim, H., & Shin, S.-Y. (2016) Examining prewriting strategies in L2 Writing: Do They Really Work? ASIAN EFL Journal, 18(2), 156-189.
  • 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. 366-386
  • Su, Y., & Shin, S.-Y. (2015). Test Review:The New HSK. Iranian Journal of Language Testing,5, 91-103.
  • 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, 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, 26-49.
  • Shin, S.-Y. (2013). Developing a framework for using E-portfolios as a research and assessment tool. ReCALL, 25, 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.

Conference Presentations

  • Shin, S.-Y., Cho, S., Kim, H., Moon, S., & Park, M. (2016, April). Developing and validating outcomes-based self-assessments for measuring reading proficiency of Korean as a foreign language. Paper presented at American Association for Applied Linguistics (AAAL), Orlando, FL.
  • Ewert, D., & Shin, S.-Y. (2016, April). Data-driven reading evaluation in a reading-to-write placement task. Paper presented at American Association for Applied Linguistics (AAAL), Orlando, FL.
  • Lidster, R., & Shin, S.-Y. (2015, March). Developing and validating achievement-based assessments of student learning outcomes in an Intensive English Program. Paper presented at Language Testing Research Colloquium (LTRC), Toronto, Canada.
  • Shin, S.-Y., & Choi, J. (2015, March). Modeling the relationship between social-psychological factors and L2 proficiency among Chinese learners of Korean. Paper presented at American Association for Applied Linguistics (AAAL), Toronto, Canada.
  • Joaquin, A., Kim, H., & Shin, S.-Y. (2015, March). Examining prewriting strategies in L2 Writing: Do They Really Work? Paper presented at Teachers of English to Speakers of Other Languages (TESOL), Toronto, Canada.
  • Shin, S.-Y. (2014, October). Investigating the rater bias patterns in reading-to-write tasks using FACETS. Paper presented at Midwest Association of Language Testers (MwALT), Ann Arbor, MI.
  • Shin, S.-Y., & Lee, H. (2014, June). Validating a semiadaptive web-based Korean placement test. Paper presented at American Association of Teachers of Korean (AATK), Boston, MA.
  • Abe, L., & Shin, S.-Y. (2013, November). Teaching and Measuring L2 Oral Fluency Development. Paper presented at American Council on the Teaching of Foreign Languages (ACTFL), Orlando, FL.
  • Shin, S.-Y., Lidster, R., & Bach, A. (2013, November). Design and Development of an Outcomes-Based Language Assessment Tool for an Intensive English Program. Paper presented at Indiana Teachers of English to Speakers of Other Languages (INTESOL), Indianapolis, IN.
  • Long, A., Shin, S.-Y., Geeslin, K., & Willis, E. (2013, October). Assessing the Reliability and Validity of a Spanish Language Placement Test. Paper presented at Second Language Research Forum (SLRF), Provo, UT.
  • Shin, S.-Y., Lidster, R., Sabraw, S., & Yeager, R. (2013, September). The effects of L2 proficiency differences in pairs on idea units in an authentic, collaborative text reconstruction task. Paper presented at Midwest Association of Language Testers (MwALT), East Lansing, MI.
  • Shin, S.-Y., & Saydumarova, M. (2013, April). Investigating the perceptive and productive grammatical knowledge in Uzbek. Paper presented at National Council of Less Commonly Taught Languages (NCOLCTL), Chicago, IL.
  • Shin, S.-Y., Lidster, R., Sabraw, S., & Yeager, R. (2013, March). The influence of the learners’ L2 proficiency pairing on dictogloss test outcomes. Paper presented at American Association for Applied Linguistics (AAAL), Dallas, TX.
  • Shin, S.-Y. (2012, November). Examining Different Standard Setting Methods in an ESL Placement Test. Paper presented at East Coast Organization of Language Testers (ECOLT), Washington, D.C.
  • Shin, S.-Y. (2011, October). Using E-portfolios as a research and assessment tool. Paper presented at Second Language Research Forum (SLRF) colloquium: Interfaces between Second Language Acquisition and Language Assessment: The Next Generation. Ames, IA.
  • Shin, S.-Y., & Abe, L. (2011, April). Measuring oral fluency development of international undergraduates. Paper presented at California Teachers of English to Speakers of Other Languages (CATESOL), Long Beach, CA.
  • Shin, S.-Y., & Ewert, D. (2011, March). What accounts for integrated reading-writing task scores? Paper presented at American Association for Applied Linguistics (AAAL), Chicago, IL.

Courses Taught

  • SLS S305 SLA & Language Instruction
  • SLS T500(a) Web-based Language Teaching & Testing
  • SLS T500(b) L2 Program Evaluation
  • SLS T522 Survey of Applied Linguistics
  • SLS T550 Language Testing
  • SLS S532 Models of SLA
  • SLS S600 Quantitative Research for Language Study
  • SLS S650 Design and Development of Language Assessment
  • SLS S700 Seminar in Applied Linguistics (Advanced issues in language assessment)

The learning of second and foreign languages is a rich and fascinating process involving linguistic, psychological, cultural, and social dimensions. The Indiana University Department of Second Language Studies is dedicated to teaching and research on the structure, acquisition, and use of nonnative language in both instructed and contact contexts.