Shin, S.-Y., & Lidster, R. (revised and resubmitted). Evaluating standard setting methods in an ESL placement testing context.

Long, A., Shin, S.-Y., Geeslin, K., & Willis, E. (revised and resubmitted). Does the test work? Evaluating a web-based language placement test.

Shin, S.-Y.  (revised and resubmitted). The effects of test task and pairing type on heritage and non-heritage Korean learners’ speaking performance.

Joaquin, A., Kim, H., & Shin, S.-Y. (forthcoming, 2016) Examining prewriting strategies in L2 Writing: Do They Really Work? ASIAN EFL Journal.

Ewert, D., & Shin, S.-Y. (forthcoming, 2015). Examining instructors’ conceptualizations and challenges in designing a data-driven rating scale for a reading-to-write task.  Assessing Writing.

Su, Y., & Shin, S.-Y. (forthcoming, 2015). The New HSK (The New Chinese Proficiency Test) Test Review. Iranian Journal of Language Testing.

Shin, S.-Y., Lidster, R., Sabraw, S., & Yeager, R. (online first, 2015). The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task. Language Teaching Research. DOI: 10.1177/1362168814567888.

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.

Shin, S.-Y. (2013). Developing a framework for using E-portfolios as a research and assessment tool. ReCALL, 25(3), 359-372.

Montee, M., Bach, A., Donovan, A., & Thompson, L. (2013). LCTL teachers’ assessment knowledge and practices: An exploratory study. Journal of the National Council of Less Commonly Taught Languages, 13, 1-31

Shin, S.-Y. (2010). The functions of code-switching in a Korean Sunday school. Heritage Language Journal, 7(1), 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:

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.

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