Updated on 2024/09/20

写真a

 
INNAMI Yo
 
Organization
Faculty of Science and Engineering Professor
Contact information
The inquiry by e-mail is 《here
External link

Degree

  • Ph.D. in linguisitcs ( University of Tsukuba )

  • MA in linguistics ( University of Tsukuba )

  • MA in education ( University of Tsukuba )

Education

  • 2007.3
     

    University of Tsukuba   Graduate School, Division of Humanities and Social Sciences   Doctoral Program in Modern Cultures and Public Policies   doctor course   completed

  • 2001.3
     

    University of Tsukuba   Graduate School, Division of Education   Master Program in Education   master course   completed

  • 1999.3
     

    Hiroshima Shudo University   Faculty of Humanities   Department of English Language and Literature   graduated

  • 1995.3
     

    広島県立安芸府中高等学校   graduated

Research History

  • 2018.4 -  

    中央大学 理工学部 教授

  • 2015.4 - 2018.3

    "Associate Professor, Faculty of Science and Engineering, Chuo University"

  • 2016.9 -  

    "Adjunct lecturer, Faculty of Education and Integrated Arts and Sciences, Waseda University"

  • 2014.9 - 2015.3

    法政大学 GIS (グローバル教養学部) 兼任講師

  • 2013.4 - 2015.3

    中央大学 理工学部 兼任講師

  • 2012.4 - 2015.3

    芝浦工業大学 工学部 共通学群 英語科目 准教授

  • 2013.9 - 2014.9

    法政大学文学部 英文学科 兼任講師

  • 2014.6    

    "Visiting scholar, Department of English, National Taiwan Normal University"

  • 2013.4 -  

    法政大学大学院 人文科学研究科 英文学専攻 兼任講師

  • 2010.4 - 2012.3

    国立大学法人 豊橋技術科学大学 総合教育院 専任講師 (学内再編成により名称変更)

  • 2011.10    

    国立大学法人 筑波大学大学院 博士課程 人文社会科学研究科 現代語・現代文化専攻 非常勤講師

  • 2008.4 - 2010.3

    国立大学法人 豊橋技術科学大学 工学部 人文・社会工学系 専任講師

  • 2010.2    

    国立大学法人 筑波大学大学院 修士課程 英語教育コース 非常勤講師

  • 2008.11 -  

    "Temple University, Japan Campus, PhD candidates adviser"

  • 2008.11 -  

    Temple University, Japan Campus, PhD candidates adviser

  • 2007.4 - 2008.3

    日本学術振興会特別研究員PD (神田外語大学大学院 言語科学研究科)

  • 2005.4 - 2008.3

    国立大学法人 茨城大学 大学教育研究開発センター 非常勤講師

  • 2006.4 - 2007.3

    日本学術振興会特別研究員DC2 (筑波大学大学院 博士課程 人文社会科学研究科 現代文化・公共政策専攻)

  • 2001.7 - 2002.3

    茨城県立 茎崎高等学校 常勤講師 (臨時的任用職員)

  • 2001.5 - 2001.7

    筑波大学 現代語・現代文化学系 事務短期雇用

  • 2001.5 - 2001.7

    筑波大学 外国語センター 短期雇用

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Professional Memberships

  • JLTA (Japan Language Testing Association)

  • Japan Society OF English Language Education

  • Kantokoshinetsu Association of Teachers of English

  • International Language Testing Association

  • American Association of Applied Linguistics

  • American Educational Research Association

  • Kansai Chapter, Japan Association for Language Education and Technology

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Research Interests

  • English language education; language testing and assessment; and educational evaluation

Research Areas

  • Humanities & Social Sciences / Foreign language education  / 外国語教育

Papers

  • The validation crisis in the L2 motivational self system tradition Reviewed

    Ali H. Al-Hoorie, Phil Hiver, Yo In’nami

    Studies in Second Language Acquisition   46 ( 2 )   307 - 329   2023.11

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    Publishing type:Research paper (scientific journal)   Publisher:Cambridge University Press (CUP)  

    Abstract

    Concerns have recently been raised about the validity of scales used in the L2 motivational self system tradition, particularly in relation to sufficient discriminant validity among some of its scales. These concerns highlight the need to systematically examine the validity of scales used in this tradition. In this study, we therefore compiled a list of 18 scales in widespread use and administered them to Korean learners of English (N = 384). Testing the factorial structure of these scales using multiple exploratory and confirmatory factor-analytic criteria revealed severe discriminant validity issues. For example, the ideal L2 self was not discriminant from linguistic self-confidence, suggesting that participant responses to such ideal L2 self items is not driven by actual–ideal discrepancies as previously presumed but more likely by self-efficacy beliefs. We discuss these results in the context of the need to encourage systematic psychometric validation research in the language motivation field.

    DOI: 10.1017/s0272263123000487

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  • Examining Second Language Listening and Metacognitive Awareness: A Meta‐Analytic Structural Equation Modeling Approach Reviewed

    Yo In'nami, Mike W.‐L. Cheung, Rie Koizumi, Matthew P. Wallace

    Language Learning   73 ( 3 )   759 - 798   2023.9

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    Authorship:Lead author   Publishing type:Research paper (scientific journal)   Publisher:Wiley  

    Abstract

    Second language (L2) listening comprehension is a function of many variables. We focused on metacognitive awareness, which we measured using the Metacognitive Awareness Listening Questionnaire (MALQ; Vandergrift et al., 2006), and meta‐analyzed (a) the factor structure of the MALQ and (b) the relationship between metacognitive awareness and L2 listening comprehension. We used meta‐analytic structural equation modeling to synthesize 29 studies that provided Pearson's product‐moment correlation matrices from 4,574 learners. Results showed (a) that the MALQ measured metacognitive awareness as a single factor with five subcomponents (their interrelationship and relative contribution to metacognitive awareness varied) and (b) that metacognitive awareness explained listening comprehension (b* = .306). The results were moderated by publication type, the response format of listening comprehension tests, and participant type. The findings can help researchers to better conceptualize the construct of metacognitive awareness in relation to listening comprehension as well as to score metacognitive awareness.

    DOI: 10.1111/lang.12548

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    Other Link: https://onlinelibrary.wiley.com/doi/full-xml/10.1111/lang.12548

  • Skill profiles of Japanese English learners and reasons for uneven patterns Reviewed

    Rie Koizumi, Toshie Agawa, Keiko Asano, Yo In’nami

    Language Testing in Asia   2022.11

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Springer Nature, USA & Germany  

    DOI: 10.1186/s40468-022-00203-3

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  • Assessing functional adequacy using picture description tasks in classroom-based L2 speaking assessment. Reviewed

    Koizumi, R, In’nami

    JLTA (Japan Language Testing Association) Journal   2022.11

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    Language:English  

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  • Another Generation of Fundamental Considerations in Language Assessment: A Festschrift in Honor of Lyle F. Bachman

    Yo In'nami, Rie Koizumi

    Language Assessment Quarterly   2022.10

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    Publishing type:Research paper (scientific journal)  

    DOI: 10.1080/15434303.2022.2119568

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  • Chapter 6. L2 writing and its external correlates

    Masumi Kojima, Yo In'nami, Taku Kaneta

    Understanding L2 Proficiency   159 - 211   2022.8

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    Publishing type:Part of collection (book)   Publisher:John Benjamins Publishing Company  

    DOI: 10.1075/bpa.13.06koj

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  • Chapter 11. L2 speaking and its external correlates

    Eun Hee Jeon, Yo In'nami, Rie Koizumi

    2022.8

  • Chapter 8. L2 listening and its correlates

    Yo In'nami, Rie Koizumi, Eun Hee Jeon, Yuya Arai

    2022.8

  • Chapter 12. Discussion, limitations, and future research

    Eun Hee Jeon, Yo In'nami, Rie Koizumi

    2022.8

  • Chapter 10. L2 speaking and its internal correlates

    Rie Koizumi, Yo In'nami, Eun Hee Jeon

    2022.8

  • Promoting computationally reproducible research in applied linguistics: Recommended practices and considerations Reviewed

    Yo In'nami, Atsushi Mizumoto, Luke Plonsky, Rie Koizumi

    Research Methods in Applied Linguistics   1 ( 3 )   100030 - 100030   2022.8

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Elsevier, the Netherlands  

    DOI: 10.31219/osf.io/drw8s

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  • THE RELATIONSHIP BETWEEN L2 LISTENING AND METACOGNITIVE AWARENESS ACROSS LISTENING TESTS AND LEARNER SAMPLES Reviewed

    Yo In’nami, Rie Koizumi

    International Journal of Listening   36 ( 2 )   1 - 18   2022.5

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Informa {UK} Limited  

    DOI: 10.1080/10904018.2021.1955683

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  • WORKING MEMORY CAPACITY AND L2 READING

    Yo In’nami, Yuko Hijikata, Rie Koizumi

    Studies in Second Language Acquisition   1 - 26   2022.5

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    Publishing type:Research paper (scientific journal)   Publisher:Cambridge University Press ({CUP})  

    DOI: 10.1017/S0272263121000267

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  • Working Memory Capacity and L2 Reading Reviewed

    Yo In'nami

    Studies in Second Language Acquisition   44 ( 2 )   381 - 406   2021

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Cambridge University Press, UK  

    DOI: 10.1017/S0272263121000267

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  • Editorial: Frontiers in Language Assessment and Testing

    Yo In'nami

    Frontiers in Psychology   2021

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    Publishing type:Research paper (scientific journal)  

    DOI: 10.3389/fpsyg.2021.691614

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  • Comparisons between holistic and analytic rubrics of a paired oral test Reviewed

    Koizumi, R, In’nami, Y, Fukazawa, M

    JLTA (Japan Language Testing Association) Journal   23   57 - 77   2020.11

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:東京:日本言語テスト学会  

    DOI: 10.20622/jltajournal.23.0_57

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  • Structural equation modeling of vocabulary size and depth using conventional and Bayesian methods Reviewed

    Koizumi, R, In'nami, Y

    Frontiers in Psychology: Language Sciences: Frontiers in Language Assessment and Testing, . (Frontiers, Switzerland)   11 ( 618 )   2020.4

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Frontiers, Switzerland  

    DOI: 10.3389/fpsyg.2020.00618

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  • Dunning-Kruger effect in second language speech learning: How does self perception align with other perception over time? Reviewed

    Yo In'nami

    Learning and Individual Differences   79 ( 101849 )   2020.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Elsevier, the Netherlands  

    DOI: 10.1016/j.lindif.2020.101849

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  • Examination of CEFR-J spoken interaction tasks using many-facet Rasch measurement and generalizability theory Reviewed

    Rie Koizumi, Emiko Kaneko, Eric Setoguchi, Yo In’nami

    Studies in Language Assessment   8 ( 2 )   1 - 33   2019.11

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Association for Language Testing and Assessment of Australia and New Zealand  

    DOI: 10.58379/BSWY7332

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  • Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study Reviewed

    Yo In'nami

    Language Learning   68 ( 3 )   709 - 743   2018.8

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Language Learning Research Club, University of Michigan/John Wiley & Sons, USA  

    DOI: 10.1111/lang.12297

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  • Does tOEIC as a university exit test ensure higher employability in Taiwan? Reviewed

    Yo In'nami

    International Journal of Language Testing   7   1 - 27   2017.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Tabaran Institute of Higher Education, affiliated to the Iran Ministry of Science, Research and Technology  

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  • Using EIKEN, TOEFL, and TOEIC to Award EFL Course Credits in Japanese Universities Reviewed

    Yo In'nami, Rie Koizumi

    LANGUAGE ASSESSMENT QUARTERLY   14 ( 3 )   274 - 293   2017

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    Despite the wide use of language tests as a basis for awarding English language course credits at Japanese universities, little has been published about how universities set policies on awarding credits according to external test scores. To narrow this gap, the characteristics of such policies were investigated in relation to the EIKEN Test in Practical English Proficiency (EIKEN), the Test of English as a Foreign Language(TM) (TOEFL (R)), and the Test of English for International Communication(TM) (TOEIC (R)). Analyses of 18 national and 28 private universities showed that each university had a median of 58.50 EFL courses for which credits were offered on the basis of external test scores. Moreover, approximately one-third of cases of credit awarding showed a discrepancy between skills targeted in courses and those measured on the tests used in credit-awarding policies, suggesting that credit awarding based on these proficiency measures seems overall adequate. However, credit-awarding policies were problematic for four-skill (62.44% and 63.37% for national and private universities, respectively) and listening-speaking courses (61.26% and 65.29%). Academic staff responses to the questionnaire revealed some possible reasons EFL course credits could be offered despite gaps between skills targeted in courses and those measured on tests. Implications are provided for the improvement of credit-awarding policies.

    DOI: 10.1080/15434303.2016.1262375

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  • Issues of Language Assessment in Japan: Past, Present and Future: Editorial by Guest Editors of the Special Issue INTRODUCTION Reviewed

    Yo In'nami, Rie Koizumi, Yasuyo Sawaki, Yoshinori Watanabe

    LANGUAGE ASSESSMENT QUARTERLY   14 ( 3 )   189 - 191   2017

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    DOI: 10.1080/15434303.2017.1357725

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  • Development of a paired oral test for Japanese university students Reviewed

    Rie Koizumi, Yo In'nami, Makoto Fukazawa

    British Council New Directions in Language Assessment: JASELE Journal Special Edition   103 - 121   2016.10

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:British Council Japan  

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  • Multifaceted Rasch analysis of paired oral tasks for Japanese learners of English

    Koizumi, R, In’nami, Y, Fukazawa, M

    Q. Zhang (Ed.), Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings   89 - 106   2016.9

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    Language:English   Publishing type:Research paper (international conference proceedings)  

    DOI: 10.1007/978-981-10-1687-5

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  • Validity evidence of Criterion® for assessing L2 writing proficiency in a Japanese university context Reviewed

    Yo In'nami

    Language Testing in Asia   6(5)   1 - 26   2016.7

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Springer, Germany  

    DOI: 10.1186/s40468-016-0027-7

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  • Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies Reviewed

    Yo In'nami

    Language Testing   33   341 - 366   2016.6

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:SAGE Publications, UK & USA  

    DOI: 10.1177/0265532215587390

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  • Factor structure of the Test of English for Academic Purposes (TEAP®) test in relation to the TOEFL iBT® test Reviewed

    Yo In'nami

    Language Testing in Asia   6   1 - 23   2016.2

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Springer, Germany  

    DOI: 10.1186/s40468-016-0025-9

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  • "The relationships between strategy use, listening proficiency level, task type, and scores in a L2 listening test" Reviewed

    Yi-Ching Pan, Yo In'nami

    Canadian Journal of Applied Linguistics   18   45 - 77   2015.12

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Canadian Journal of Applied Linguistics  

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  • Assessing L2 proficiency growth: Considering regression to the mean and the standard error of difference Reviewed

    Rie Koizumi, Yo In'nami, Junichi Azuma, Keiko Asano, Toshie Agawa, Derek Eber

    Shiken   19 ( 1 )   3 - 15   2015.4

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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:JALT (Japan Association for Language Teaching)  

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  • Research synthesis and meta-analysis in second language learning and testing [Special issue on research synthesis and meta-analysis in second language learning and testing, co-edited with Rie Koizumi] (invited article) Reviewed

    In'nami, Y, Koizumi, R

    English Teaching & Learning   38   1 - 27   2014.11

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:National Taiwan Normal University and Airiti Press, Taiwan  

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  • Research Synthesis and Meta-Analysis in Second Language Learning and Testing [Special Issue] Reviewed

    Yo In'nami

    English Teaching & Learning   38   1 - 27   2014.11

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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:National Taiwan Normal University and Airiti Press, Taiwan  

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  • Modeling complexity, accuracy, and fluency of Japanese learners of English: A structural equation modeling approach Reviewed

    Rie Koizumi, Yo In'nami

    JALT (Japan Association for Language Teaching) Journal   36 ( 1 )   25 - 46   2014.5

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Japan Association for Language Teaching  

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  • Effects of retrospective verbalization on L2 listening comprehension Reviewed

    Yo In'nami, Rie Koizumi

    Journal of Shinawatra University   2014

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Shinawatra University  

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  • Second-language vocabulary assessment research: Issues and challenges Reviewed

    Yo In'nami

    Vocabulary Learning and Instruction   2 ( 1 )   74 - 81   2013.10

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Japan Association for Language Teaching vocabulary special interest group  

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  • Review of Sample Size for Structural Equation Models in Second Language Testing and Learning Research: A Monte Carlo Approach Reviewed

    Yo In'nami

    International Journal of Testing   13 ( 4 )   329 - 353   2013.9

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Taylor & Francis/Routledge/Informaworld  

    DOI: 10.1080/15305058.2013.806925

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  • Vocabulary knowledge and speaking proficiency among second language learners from novice to intermediate levels Reviewed

    Rie Koizumi, Yo In'nami

    Journal of Language Teaching and Research   4 ( 5 )   900 - 913   2013.9

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Academy Publisher  

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  • Structural equation modeling in educational research: A primer Reviewed

    Yo In'nami, Rie Koizumi

    Application of Structural Equation Modeling in Educational Research and Practice   23 - 51   2013.1

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    Language:English   Publishing type:Part of collection (book)   Publisher:Sense Publishers  

    DOI: 10.1007/978-94-6209-332-4

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  • Effects of text length on lexical diversity measures: Using short texts with less than 200 tokens Reviewed

    Yo In'nami

    System   40 ( 4 )   900 - 913   2012.12

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Elsevier  

    DOI: 10.1016/j.system.2012.10.017

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  • Effects of text length on lexical diversity measures: Using short texts with less than 200 tokens Reviewed

    Rie Koizumi, Yo In'nami

    SYSTEM   40 ( 4 )   554 - 564   2012.12

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ELSEVIER SCI LTD  

    Despite the importance of lexical diversity (LD) in L2 speaking and writing performance, LD assessment measures are known to be affected by the number of words analyzed in the text. This study aims to identify LD measures that are least affected by text length and can be used for the analysis of short L2 texts (50-200 tokens). We compared the type token ratio, Guiraud index, Maas, measure of textual lexical diversity (MTLD), D, and HD D to assess their robustness in relation to text length variation. Spoken texts of 200 tokens from 38 L2 English learners at the lower-intermediate-level were divided into segments of 50-200 tokens and the text length impact was examined. We found that MTLD was least affected by text length across most ranges, but was somewhat affected across 50-150 and 50-200 tokens. We further observed low correlations between equal-sized texts for up to 100 tokens. These results suggest that MTLD can be used with texts of more than 100 tokens and MTLD values can be compared between texts across 100 and 200 tokens. We also showed that D and HD D produced similar results for texts; this indicates that D and HD D are comparable. (C) 2012 Elsevier Ltd. All rights reserved.

    DOI: 10.1016/j.system.2012.10.012

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  • A quantitative reanalysis of data on the structure of L1 and L2 language ability in multitrait-multimethod studies Reviewed

    Yo In'nami

    Asian EFL Journal   14 ( 3 )   214 - 265   2012.9

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Academic Scholars Publishing House  

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  • Factor structure of the revised TOEIC (R) test: A multiple-sample analysis Reviewed

    Yo In'nami, Rie Koizumi

    LANGUAGE TESTING   29 ( 1 )   131 - 152   2012.1

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:SAGE PUBLICATIONS LTD  

    This study examined the factor structure of the listening and reading sections of the revised Test of English for International Communication (TOEIC (R)) test. The data from the TOEIC IP (institutional program) test taken by 569 English learners were randomly split into two samples (n = 285 vs. 284). Four models (higher-order, correlated, uncorrelated, and unitary) were hypothesized on the basis of the literature and were tested with each sample. The results from confirmatory factor analysis suggested that the correlated model fit the data best in both samples. Further, multiple-sample analysis using the two samples supported an invariance of factor loadings, measurement error variances, factor variances, and factor covariances for the correlated model in the revised TOEIC test. The presence of distinctive factors of listening and reading skills supports the reporting of separate scores for each skill, whereas the relatively high correlation between the two factors may support single score reporting. This is in accordance with the formats used to report revised TOEIC test scores. The results of the current study provide empirical support for the reporting practice of the revised TOEIC test and thus for test interpretation based on the test scores.

    DOI: 10.1177/0265532211413444

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  • Erratum: Withdrawal notice to: “Effects of text length on lexical diversity measures: Using short texts with less than 200 tokens” (SYS (2012) 40(4) (522–532), (S0346251X12001005), (10.1016/j.system.2012.10.017))

    Yo In'nami

    System   2012

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    Publishing type:Research paper (scientific journal)  

    DOI: 10.1016/j.system.2012.11.001

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  • Structural Equation Modeling in Language Testing and Learning Research: A Review Reviewed

    Yo In'nami, Rie Koizumi

    LANGUAGE ASSESSMENT QUARTERLY   8 ( 3 )   250 - 276   2011

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    Despite the recent increase of structural equation modeling (SEM) in language testing and learning research and Kunnan's (1998) call for the proper use of SEM to produce useful findings, there seem to be no reviews about how SEM is applied in these areas or about the extent to which the current application accords with appropriate practices. To narrow these gaps, we investigated the characteristics of the use of SEM in language testing and learning research. Electronic and manual searches of 20 journals revealed 50 articles containing a total of 360 models analyzed using SEM. We discovered that SEM was most often used to investigate learners' strategy use and trait/test structure. Maximum likelihood methods were most often used to estimate parameters of a model; model fit indices of chi-squares, comparative fit index, root mean square error of approximation, and Tucker-Lewis index were often reported, but standardized root mean square residual rarely was. Univariate and multivariate normality checks were infrequently reported, as was missing data treatment. Sample sizes, when judged according to Kline's (2005) and Raykov and Marcoulides's (2006) guidelines, were in most cases adequate, and LISREL was the most widely used program. Two recommendations are provided for the better practice of using and reporting SEM for language testing and learning research.

    DOI: 10.1080/15434303.2011.582203

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  • Can structural equation models in second language testing and learning research be successfully replicated? Reviewed

    Yo In'nami

    International Journal of Testing   10 ( 3 )   262 - 273   2010.8

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Taylor & Francis/Routledge/Informaworld  

    DOI: 10.1080/15305058.2010.482219

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  • Factor structure of the renewed TOEIC® test Reviewed

    Yo In'nami

    大学英語教育とTOEIC®テスト: 2010シンポジウム発表論文集   23 - 33   2010.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:財団法人国際ビジネスコミュニケーション協会  

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  • Database Selection Guidelines for Meta-Analysis in Applied Linguistics Reviewed

    Yo In'nami, Rie Koizumi

    TESOL QUARTERLY   44 ( 1 )   169 - 184   2010.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:TESOL  

    DOI: 10.5054/tq.2010.215253

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  • A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats Reviewed

    Yo In'nami, Rie Koizumi

    LANGUAGE TESTING   26 ( 2 )   219 - 244   2009.4

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:SAGE PUBLICATIONS LTD  

    A meta-analysis was conducted on the effects of multiple-choice and open-ended formats on L1 reading, L2 reading, and L2 listening test performance. Fifty-six data sources located in an extensive search of the literature were the basis for the estimates of the mean effect sizes of test format effects. The results using the mixed effects model of meta-analysis indicate that multiple-choice formats are easier than open-ended formats in L1 reading and L2 listening, with the degree of format effect ranging from small to large in L1 reading and medium to large in L2 listening. Overall, format effects in L2 reading are not found, although multiple-choice formats are found to be easier than open-ended formats when any one of the following four conditions is met: the studies involve between-subjects designs, random assignment, stem-equivalent items, or learners with a high L2 proficiency level. Format effects favoring multiple-choice formats across the three domains are consistently observed when studies employ between-subjects designs, random assignment. or stern-equivalent items.

    DOI: 10.1177/0265532208101006

    Web of Science

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  • The effects of test anxiety on listening test performance Reviewed

    Yo In'nami

    System   34 ( 3 )   317 - 340   2006.9

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    Although decisions or inferences we make based on test scores depend both on characteristics of test-takers and of testing situations, little research has been undertaken on the effects of these characteristics on test performance (e.g., Alderson and Banerjee, 2002). This study focuses on one of the personal characteristics of test-takers, namely test anxiety, and investigates the effects of test anxiety on listening test performance. Previous research in second language studies has suffered from the following five limitations, all of which were addressed in the current study: (a) no control of measurement errors, (b) insufficient validation of questionnaires, (c) little attention to the effects of test anxiety on test performance, (d) too small a number of questionnaire items, and (e) lack of attention to the effects of test anxiety in listening. Participants took a listening performance test, and answered two questionnaires designed to measure test anxiety. Results based on structural equation modeling show that test anxiety does not affect listening test performance. The results support [Aida, Y., 1994. Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: the case of students of Japanese. The Modern Language Journal 78, 155-168.] and [MacIntyre, P.D., Gardner, R.C., 1989. Anxiety and second-language learning: toward a theoretical clarification. Language Learning 39, 251-275.], and also suggest that in foreign language anxiety [Horwitz, E.K., Horwitz, M.B., Cope, J., 1986. Foreign language classroom anxiety. The Modern Language Journal 70, 125-132.], test anxiety seems to work differently compared with communication apprehension and fear of negative evaluation. © 2006 Elsevier Ltd. All rights reserved.

    DOI: 10.1016/j.system.2006.04.005

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  • The effects of visual materials on reading comprehension tests Reviewed

    Yuji Ushiro

    JACET (Japan Association of College English Teachers) Bulletin   42 ( 42 )   97 - 112   2006.3

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    Other Link: http://dl.ndl.go.jp/info:ndljp/pid/10501502

  • The effects of test-takers’ reactions to task types and test anxiety on listening test performance Reviewed

    Yo In'nami

    Tsukuba Review of English Language Teaching   27 ( 27 )   1 - 23   2006.3

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  • Construct validation of reading sections in communicative tests Reviewed

    Yuji Ushiro

    Annual Review of English Language Education in Japan   17   201 - 210   2006.3

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    Along with the spread of communicative language teaching, there has been growing interest in the measurement of EFL learners' communicative ability. This study empirically examines the validity of five communicative tests, and investigates whether reading sections designed to measure skimming, scanning, and global comprehension have high correlations with sections expected to measure the same sub-skills (the external aspect of validity), and how strongly the items in the same section are associated with each other (the structural aspect of validity). Results showed that (a) correlations among the reading sections measuring the same sub-skills were mostly moderate to high, suggesting relatively positive evidence of external validity, and (b) through cluster analysis, the scanning skill was identifiable in some test areas whereas skimming and global comprehension skills were not, implying that the structural aspect of validity was partially supported.

    DOI: 10.20581/arele.17.0_201

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  • The effects of task types on listening test performance: A retrospective study Reviewed

    Yo In'nami

    JLTA (Japan Language Testing Association) Journal   8   1 - 20   2005.11

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:日本言語テスト学会  

    DOI: 10.20622/jltaj.8.0_1

    CiNii Books

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  • Reliability and validity of translation tests as a measure of reading comprehension Reviewed

    Yuji Ushiro

    Annual Review of English Language Education in Japan   16   71 - 80   2005.3

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    A translation test is one of the most common reading test methods in Japan, although its reliability and validity have been quite controversial. This study investigated the reliability and validity of translation tests as a measure of reading comprehension in Japanese university entrance examinations, with a particular focus on two research questions: (a) In terms of reliability, what types of translation materials cause difference in rating severity? (b) In terms of validity, what types of sentence can make great differences between translation and comprehension tasks? In order to examine the first research question, four experienced teachers scored English-to-Japanese translations made by 102 university students. Results showed that rating divergence is attributable to raters' different points of scoring (holistic vs. partial), and raters' leniency for inappropriate Japanese expressions or careless mistakes. The second research question was examined by administering 18 sets of translation and reading comprehension tasks to the same participants as above. Results showed that 4 out of 18 English sentences used in Japanese university entrance examinations were considered to be inappropriate as materials for translation tasks when examinees' reading comprehension was intended to be measured.

    DOI: 10.20581/arele.16.0_71

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  • What test constructors should keep in mind: Constructing and scoring a translation test Reviewed

    Yuji Ushiro

    JLTA (Japan Language Testing Association) Journal   7   145 - 162   2005.3

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    Translation tests are widely used for high school term tests and entrance examinations as well as university entrance examinations. Although a considerable number of papers point out the possibility of low reliability for scoring, little is known about the factors raters play in the reliability of scoring (Watanabe, 1994). This study examines how the professional backgrounds of raters affect rating criteria. The results indicated that novice raters tended to over-estimate examinees' comprehension whereas experienced raters were more likely to focus on the correctness of the Japanese sentence. In addition, it turned out that the difficulty of sentences affected the scoring of both experienced and novice raters. After administering a sorting task, the difficulty of the sentences showed that the perception of sentence difficulty did not correspond to the difficulty of examinees' translation. The paper closes by suggesting several pedagogical implications for administering translation tests. Of particular importance is that test developers should consider not only the complexity of sentence structures and vocabulary, but also the examinees' topic familiarity of the sentences to be translated.

    DOI: 10.20622/jltaj.7.0_145

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  • Which affects EFL reading comprehension more, background knowledge or reading proficiency? Reviewed

    Yuji Ushiro

    Annual Review of English Language Education in Japan   15   149 - 158   2004.3

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    Despite the extensive studies being done regarding the effects of background knowledge on reading comprehension, there is little research that investigates the relationships among background knowledge, L2 reading proficiency, and reading comprehension. The present study examines Japanese EFL learners' reading comprehension from this perspective, specifically if L2 reading proficiency has a stronger effect on reading comprehension than background knowledge does. The results indicate that when questions for a reading comprehension test are more difficult, L2 reading proficiency appears to be a stronger factor than background knowledge in reading comprehension. Weakening or reducing the background knowledge effect by adjusting the difficulty of reading comprehension tests is one implication of the findings, which may modify the conventional way of selecting text material for EFL reading tests.

    DOI: 10.20581/arele.15.0_149

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  • The effects of background knowledge on L2 reading comprehension: Special focus on background knowledge test methods Reviewed

    Yuji Ushiro

    JACET (Japan Association of College English Teachers) Bulletin   38 ( 38 )   63 - 77   2004.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:大学英語教育学会  

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    Other Link: http://dl.ndl.go.jp/info:ndljp/pid/10501427

  • stakes の違いによる妥当性検証の比較 Reviewed

    印南洋

    東北英語教育学会紀要   23   55 - 64   2003.4

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  • The relationships between text and task types on listening tests Reviewed

    Yo In'nami

    IRICE (Institute for Research in International Communicative English) PLAZA   13   44 - 52   2003.3

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  • Psychometric dimensionality of L2 listening construct Reviewed

    Yo In'nami

    JLTA (Japan Language Testing Association) Journal   5   72 - 90   2002.10

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:日本言語テスト学会  

    Although L2 listening construct has been hypothesized to consist of the ability to understand literal messages and the ability to make inferences, its structure has not beenfully investigated empirically. One exception is Shimada (2000), which has explored the psychometric dimensionality of L2 listening ability and found that L2 listening ability is psychometrically more bidimensional. However, his study seems to suffer from a flaw in its methods of dimensionality analysis. The present research partially replicates Shimada and reexamines the psychometric dimensionality of L2 listening ability. The CELT was taken by 171 Japanese EFL college students and analyzed using item-level confirmatory factor analysis and testlet-based confirmatory factor analysis, which were used to overcome the problem with the analyses and differed from Shimada's methods. The results showed that L2 listening ability was psychometrically more bidimensional, which was congruent with Shimada. The results suggested that (a) when we want to measure the whole range of listening ability, two types of items should be put into a test, and that (b) it may be important to see whether data is psychometrically more unidimensional or bidimensional before using item response theory. The fact that the same conclusion as Shimada was reached using different methods reconfirms that L2 listening ability is psychometrically more bidimensional at least among Japanese EFL students.

    DOI: 10.20622/jltaj.5.0_72

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  • The effects of text and task on the listening scores of Japanese university students Reviewed

    Yo In'nami

    JLTA (Japan Language Testing Association) Journal   4   56 - 75   2001.9

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    DOI: 10.20622/jltaj.4.0_56

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Books

  • Understanding L2 proficiency: Theoretical and meta-analytic investigations

    Jeon. E. H, In'nami, Y( Role: Joint editor)

    Amsterdam, the Netherlands: John Benjamins  2022.7 

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  • Statistical modeling of SLA theories: Connecting test performance to construct. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 444–455).

    In’nami, Y, Murakami, A, Both authors contributed equally to this article( Role: Contributor)

    New York: Routledge.  2020.12 

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    Total pages:529   Responsible for pages:12   Language:English  

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  • CEFR-J ni motozuku listening test ha donoyoni sakusei shitara iika [How to develop CEFR-J-based listening tests]

    Y. Tono, M. Negishi( Role: ContributorYo In'nami, pp. 156-161)

    Tokyo: Taishukan.  2020.5 

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    Total pages:253   Responsible for pages:印南洋156-161   Language:Japanese   Book type:Scholarly book

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  • Meta-analysis in applied linguistics. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 240–252).

    In’nami, Y, Koizumi, R, Tomita, Y( Role: Contributor)

    New York: Routledge.  2020.1 

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    Total pages:529   Language:English  

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  • Understanding L2 proficiency: Theoretical and meta-analytic investigations: Components of L2 reading, writing, listening and speaking (under contract)

    Jeon. E. H, In'nami, Y( Role: Joint editor)

    Amsterdam, the Netherlands: John Benjamins  2020 

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  • Eigo speaking ryoku wa dou nobirunoka: Koko 3 nenkan no tesuto chosa kekka [How does English speaking proficiency develop? Results from a 3-year longitudinal study at high schools]

    Kanatani, K( Role: Contributor印南洋73-81)

    Tokyo: ALC.  2019.11 

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    Total pages:159   Responsible for pages:印南洋73-81   Language:Japanese   Book type:Scholarly book

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  • Examining sources of variability in second language test scores with multilevel modeling. In In V. Aryadoust & M. Raquel (Eds.), Quantitative data analysis for language assessment volume II: Advanced methods (pp. 150–170).

    In’nami, Y, Barkaoui, K( Role: Contributor)

    New York: Routledge.  2019.8 

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    Total pages:243   Language:English  

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  • Using multilevel modeling to examine changes in second language test scores over time. In In V. Aryadoust & M. Raquel (Eds.), Quantitative data analysis for language assessment volume II: Advanced methods (pp. 171–189).

    Barkaoui, K, In’nami, Y( Role: Contributor)

    New York: Routledge.  2019.8 

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    Total pages:243   Language:English  

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  • Jitsurei de wakaru Eigo tesuto sakusei gaido [A practical guide for developing English tests]

    Koizumi, R, In'nami, Y, Fukazawa, M( Role: Joint editor)

    Tokyo: Taishukan.  2017.8 

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    Total pages:161   Responsible for pages:161   Language:Japanese   Book type:Scholarly book

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  • Multifaceted Rasch analysis of paired oral tasks for Japanese learners of English. In Q. Zhang (ed.), Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings (pp. 89–106).

    Koizumi, R, In'nami, Y, Fukazawa, M( Role: Joint author)

    Springer. (Springer, Germany)  2016.8 

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  • Gengo kenkyu to ryoteki approach (Language studies and quantitative methods)

    ( Role: Joint author)

    Tokyo: Kinseido  2016.3 

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    Total pages:307   Responsible for pages:100-115   Language:English   Book type:Scholarly book

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  • 英語4技能評価の理論と実践-CAN-DO・観点別評価から技能統合的活動の評価まで

    望月明彦, 深澤真, 印南洋, 小泉利恵( Role: Joint editor)

    東京:大修館書店  2015.6 

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    Total pages:307   Responsible for pages:10   Language:Japanese   Book type:Scholarly book

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  • Special issue on research synthesis and meta-analysis in second language learning and testing, co-edited with Rie Koizumi

    In'nami, Y, Koizumi, R

    National Taiwan Normal University and Airiti Press, Taiwan  2014.11 

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    Total pages:184   Responsible for pages:184   Language:English  

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  • 全国英語教育学会40周年記念特別誌:英語教育学の今―理論と実践の統合―

    章第, 節は前田啓朗, 節は水本篤, 節は印南洋が担当, 名の著者が本書を執筆し, 本書全体の共編著者は斉田智里( Role: Joint author担当:第15章「統計的な分析と分析結果の解釈」、第3節「複数の変数を使った分析と解釈」/第3.1項:ARELEの過去10年の動向。第3.2項:複数の変数を使った分析と解釈の注意事項)

    東京:全国英語教育学会  2014.9 

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  • Applications of structural equation modeling in educational research and practice

    Y. In’nami, R. Koizumi, 名の著者が本書を執筆し, 本書全体の共編著者は, Myint Swe Khine( Role: Joint author担当:第2章Structural equation modeling in educational research: A primer /Introduction; Advantages of SEM;)

    Rotterdam, the Netherlands: Sense Publishers  2013.9 

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  • Companion to language assessment

    Y. In’nami, R. Koizumi, 名の著者が本書を執筆し, 本書全体の共編著者は, Antony John Kunnan( Role: Joint author担当:Volume II (Approaches and Development) に収録のPart 7 (Assessment Development)内の第56章Statistics and software for test revisions/Introduction; Evaluation and test revision; Software for test revision; Reporting practice and examples; Challenges and future di)

    New York: Wiley-Blackwell  2013.9 

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  • 英語リーディングテストの考え方と作り方

    第, 章を印南洋が担当, 名の著者が本書を執筆し, 本書全体の共編著者は卯城祐司( Role: Joint author担当:第5章「テスト得点解釈の留意点/第1節:リーディングテスト得点はリーディング力を完全に反映しているわけではない。第2節:平均点への回帰現象 (78~87頁))

    東京:研究社  2012.9 

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  • 教育・心理系研究のためのデータ分析入門―理論と実践から学ぶSPSS活用法

    章を印南洋, 小泉利恵, 平井明代が担当, 名の著者が本書を執筆し, 本書全体の共編著者は平井明代( Role: Joint author担当:第11章「メタ分析―複数の研究を統合する」/第1節:メタ分析とは。第2節:|rn|メタ分析の実例。第3節:メタ分析の利点(224~248頁))

    東京:東京図書  2012.6 

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  • 外国語教育研究ハンドブック:研究手法のより良い理解のために

    章を印南洋が担当, 名の著者が本書を執筆し, 本書全体の共編著者は竹内理, 水本篤( Role: Joint author担当:第16章「メタ分析入門」/第1節:複数の研究結果を統合してみよう。第2節:メタ分析の手順。第3節:統計ソフトの出力を読んでみよう。第4節:結果の提示法。第5節:メタ分析を行う利点。第6節:まとめ (227~239頁))

    東京:松柏社  2012.5 

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  • 外国語教育研究ハンドブック:研究手法のより良い理解のために

    章を印南洋が担当, 名の著者が本書を執筆し, 本書全体の共編著者は竹内理, 水本篤( Role: Joint author担当:第14章「SEM入門」/第1節:見えない概念をモデル化する。第2節:SEMの適用条件。第3節:統計ソフトの出力を読んでみよう。第4節:結果の提示法。第5節:多母集団モデル。第6節:高次因子モデル。第7節:潜在成長モデル(潜在曲線モデル、潜在成長曲線モデル)。第8節:まとめ(194~206頁))

    東京:松柏社  2012.5 

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MISC

  • Q&A:より良いテストの作り方・使い方 第12回「テスト結果の使い方」

    印南 洋

    英語教育 2015年3月号   63 ( 13 )   62 - 63   2015.3

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  • Q&A:より良いテストの作り方・使い方 第7回「リスニングテストの作成方法」

    印南 洋

    英語教育 2014年10月号   63 ( 7 )   54 - 55   2014.10

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  • Q&A:より良いテストの作り方・使い方 第6回「リーディングテストの作成方法」

    印南 洋

    英語教育 2014年9月号   63 ( 6 )   62 - 63   2014.9

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  • Q&A:より良いテストの作り方・使い方 第3回「定期考査の作成方法」

    印南 洋

    英語教育 2014年6月号   62 - 63   2014.5

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  • 試験での誤りから学び、対処するためにやるべきこと

    印南 洋

    英語教育 2014年5月号   16 - 17   2014.4

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  • In’nami, Y., & Koizumi, R. Reproduction of structural equation models in second language testing and learning research. In A. Mizumoto & H. Yamamishi (Eds.), 2011 annual report for the Japan Association for Language Education and Technology, Kansai Chapte

    15 - 40   2012.4

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    Language:English   Publishing type:Article, review, commentary, editorial, etc. (other)   Publisher:大阪:外国語教育メディア学会(LET)関西支部メソドロジー研究部会  

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  • 国際誌に掲載する方法

    水本篤, 山西博之

    外国語教育メディア学会(LET)関西支部メソドロジー研究部会2010年度報告論集   100 - 109   2011.5

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  • The JLTA (Japan Language Testing Association) Language Testing Bibliography

    Y. Nakamura, R. Koizumi, Y. In'nami, Y. Morimoto

    JLTA Journal   11   219 - 255   2008.9

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    DOI: 10.20622/jltaj.11.0_219

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Presentations

  • In’nami, Y., & Koizumi, R. (2019, December). Factor structure of the Aptis test. Paper presented at the New Directions in English Language Assessment organized by the British Council in East Asia, Yokohama, Japan. International conference

    2019.12 

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  • In’nami, Y. (2019, November). A meta-analysis of L2 speaking proficiency and its features. Paper presented at the Assessing World Languages Conference 2019, Macau, China. (invited) Invited International conference

    2019.11 

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  • Koizumi, R., In’nami, Y., Fukazawa, M. (2019, March). Holistic and analytic scales of a paired oral test for Japanese learners of English. Poster presented at 41st annual Language Testing Research Colloquium, Atlanta, Georgia, USA. International conference

    2019.3 

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  • Development and evaluation of spoken interaction tasks and a rating scale based on CEFR-J using multifaceted Rasch measurement: A pilot study. In Y. In’nami (Chair), Validation research using multifaceted Rasch measurement in second language testing. Invited International conference

    Koizumi, R, Kaneko, E, In’nami, Y, Naganuma, N

    Symposium conducted at the Pacific-Rim Objective Measurement Symposium (PROMS) 2018, Fudan University, Shanghai, China. (invited)  2018.7 

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  • Vocabulary size and depth, and listening and reading skills

    Koizumi, R, In'nami, Y

    Paper presented at the 21st JLTA Annual Conference, Fukushima, Japan.  2017.9 

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  • L2 working memory capacity and L2 reading comprehension: A meta-analysis

    In'nami, Y, Hijikata-Someya, Y, Koizumi, R

    Paper presented at the 1st Japan Second Language Acquisition Research Forum (J-SLARF) meeting, Tokyo, Japan. (invited)  2017.9 

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  • Four skill profiles of Japanese learners of English in the TOEFL Junior® Comprehensive test

    Koizumi, R, In'nami, Y

    Paper presented at the 43rd Japan Society of English Language Education, Shimane, Japan.  2017.8 

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  • Examining the construct of paired oral tasks through analysis of elicited speech functions.

    Koizumi, R, In'nami, Y, Fukazawa, M

    4th Annual International Conference of the Asian Association for Language Assessment, Taipei, Taiwan.  2017.6 

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  • L2 speaking proficiency and its features: A meta-analysis.

    Jeon, E. H, In'nami, Y, Koizumi, R

    Paper presented at a colloquium at the 11th International Symposium on Bilingualism 2017 Conference, Limerick, Ireland.  2017.6 

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  • L2 speaking proficiency and its features: A meta-analysis

    Koizumi, R, Jeon, E. H

    Paper presented at the American Association for Applied Linguistics 2017 Conference, Portland, Oregon, USA  2017.3 

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  • Effects of four-month paired-oral-type instruction and assessment on the development of L2 speaking ability of Japanese university learners of English.

    Koizumi, R, In'nami, Y, Fukazawa, M

    Paper presented at the Pacific Second Language Research Forum 2016, Tokyo, Japan.  2016.9 

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  • Awarding EFL credits using EIKEN, TOEFL, and TOEIC in Japanese universities

    In'nami, Y, Koizumi, R

    Paper presented at the 20th JLTA Annual Conference, Kanagawa, Japan  2016.9 

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  • L2 speaking proficiency and its correlates: A meta-analysis of correlation coefficients

    Jeon, E. H, In'nami, Y, Koizumi, R

    Paper presented at the 35th Second Language Research Forum (SLRF 2016). Teachers College Columbia University, USA.  2016.9 

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  • Four skill profiles of Japanese leaners of English in the TEAP and TOEFL iBT test

    In'nami, Y, Koizumi, R, Nakamura, K

    Paper presented at the 42nd Japan Society of English Language Education, Saitama, Japan  2016.8 

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  • L2 speaking proficiency and its correlates: A meta-analysis

    Jeon, E.-H, In'nami, Y, Koizumi, R

    American Association for Applied Linguistics 2016 Conference, Orlando, Florida, USA  2016.4 

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  • Eigo kyoiku kenkyu niokeru metabunseki (Meta-analysis in English language education) (invited talk)

    JABAET (Japan-British Association of English Teaching) research meeting  2016.3 

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  • An argument-based validation framework of a paired oral test in university classroom contexts

    Koizumi, R, In'nami, Y, Fukazawa, M

    19th JLTA Annual Conference, Tokyo, Japan  2015.9 

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  • Developing a scale of interactive oral ability using multi-faceted Rasch analysis and paired oral tasks

    Koizumi, R, In'nami, Y, Fukazawa, M

    Pacific Rim Objective Measurement Symposium (PROMS), Fukuoka, Japan  2015.8 

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  • Factor structure of the Test of English for Academic Purposes

    In'nami, Y, Koizumi, R, Nakamura, K

    37th annual Language Testing Research Colloquium, Toronto, Canada  2015.3 

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  • Rating scale for paired oral assessment in Japanese classrooms

    Rie Koizumi, Yo In'nami, Makoto Fukazawa

    New Directions English organized by the British Council  2014.9 

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  • Effectiveness of role play versus discussion: Comparing paired oral tasks in classroom assessment

    Rie Koizumi, Yo In'nami, Makoto Fukazawa

    36th annual Language Testing Research Colloquium  2014.6 

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  • EIKEN, TOEFL, and TOEIC as tools for awarding English course credits in Japanese universities

    Yo In'nami, Rie Koizumi

    American Association for Applied Linguistics 2014 conference  2014.3 

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  • Analysis of an ESP vocabulary test for engineering students

    Yo In'nami, Yuka Ishikawa, Rie Koizumi

    The International Symposium on Innovative Teaching and Research in ESP  2014.2 

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  • Language tests in Japan, with a focus on university entrance examinations

    Yo In'nami, Rie Koizumi

    Korea English Language Testing Association 2013 annual conference  2013.9 

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  • 英検・TOEFL・TOEICを用いた単位認定の実態調査

    印南洋, 小泉利恵

    全国英語教育学会第39回全国英語教育学会北海道研究大会  2013.8 

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  • Longitudinal and cross-sectional investigation into the development of speaking ability at Japanese schools

    Rie Koizumi, Yo In'nami

    35th annual Language Testing Research Colloquium  2013.7 

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  • A meta-analysis of generalizability studies on task and rater effects in L2 speaking and writing

    Yo In'nami, Rie Koizumi

    35th annual Language Testing Research Colloquium  2013.7 

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  • A systematic review of generalizability studies in L2 speaking and writing assessment

    Yo In'nami, Rie Koizumi

    American Association for Applied Linguistics 2013 conference program  2013.3 

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  • Factor structure of fluency, accuracy, syntactic complexity, and lexical diversity of speaking performance: A structural equation modeling approach

    Rie Koizumi, Yo In'nami

    American Association for Applied Linguistics 2012 conference  2012.3 

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  • A multiple-sample analysis of factor structure of the revised TOEIC® test

    Yo In'nami, Rie Koizumi

    Korea English Language Testing Association 2011 annual conference  2011.8 

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  • A review of structural equation modeling in language testing and learning

    Yo In'nami, Rie Koizumi

    American Association for Applied Linguistics 2011 conference  2011.3 

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  • Replication of structural equation models in language testing and learning research

    Yo In'nami, Rie Koizumi

    American Association for Applied  2010.3 

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  • Establishing guidelines on how to select databases for meta-analysis in applied linguistics

    Yo In'nami, Rie Koizumi

    日本言語テスト学会(JLTA)第13 回全国研究大会(2009 年度)  2009.9 

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  • A meta-analysis of multitrait-multimethod studies in language testing research: Focus on Chapelle’s (1998) construct definition and language ability structure

    Yo In'nami, Rie Koizumi

    31st annual Language Testing Research Colloquium  2009.3 

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  • Language ability structure and Chapelle’s (1999) construct definition and interpretation: Findings from the reanalysis of multitrait-multimethod studies

    Yo In'nami, Rie Koizumi

    日本言語テスト学会(JLTA)第12回全国研究大会(2008年度)  2008.9 

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  • A meta-analysis of effects of multiple-choice and open-ended formats on reading and listening test performance

    Yo In'nami, Rie Koizumi

    30th annual Language Testing Research Colloquium  2008.6 

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  • A meta-analysis of task type effects on listening and reading test performance

    Yo In'nami

    日本言語テスト学会(JLTA)第11回 全国研究大会(2007年度)  2007.10 

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  • Multitrait-Multimethod デザインを用いた研究の再分析:確認的因子分析を用いて

    印南洋

    33回全国英語教育学会大分研究大会発表  2007.8 

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  • Quantitative investigation into task type effects on listening test performance

    Yo In'nami

    28th annual Language Testing Research Colloquium  2006.6 

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  • Test-taking processes across three task types

    Yo In'nami

    第31回全国英語教育学会札幌研究大会  2005.8 

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  • コミュニケーション能力テストにおけるリーディングセクションの妥当性検証

    卯城祐司

    第31回全国英語教育学会札幌研究大会  2005.8 

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  • The effects of task types on listening test performance: A retrospective study

    Yo In'nami

    27th annual Language Testing Research Colloquium  2005.7 

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  • The effects of task types on listening test performance: A retrospective study

    Yo In'nami

    日本言語テスト学会(JLTA)第8回全国研究大会(2004年度)  2004.9 

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  • 読解力測定としての英文和訳テストの信頼性・妥当性

    卯城祐司

    第30回全国英語教育学会長野研究大会  2004.8 

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  • 背景知識が第二言語読解へ与える影響:背景知識測定テストに注目して

    卯城祐司

    第29回全国英語教育学会南東北研究大会  2003.8 

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  • stakeの分類基準:妥当性の枠組み作成に向けて

    印南洋

    第28回(統一体第2回)全国英語教育学会神戸研究大会  2002.8 

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  • L2リスニング構成概念の検証—literalとinferential itemの観点から

    印南洋

    第27回全国英語教育学会(統一体第1回全国英語教育学会)広島研究大会  2001.8 

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Awards

  • 2022 JLTA best paper award

    2023.3   Japan Language Testing Association   Koizumi, R., & In’nami, Y. (2022). Assessing functional adequacy using picture description tasks in classroom-based L2 speaking assessment. JLTA (Japan Language Testing Association) Journal, 25, 60-79.

  • 2022 JLTA book award

    2022.11   Japan Language Testing Association   Y. Tono & M. Negishi (Eds.), Kyozai tesuto sakusei no tameno CEFR-J risousu booku [The CEFR-J resource book: Reference level descriptions and test development]. Taishukan.

    Emiko Kaneko, Rie Koizumi, Hideki Sakai, Kiminobu Naganuma

  • JLTA (Japan Language Testing Association) delegate award to KELTA (Korean English Language Testing Association)

    2013.9   Japan Language Testing Association   日本で使用されている言語テスト:大学入試に焦点を当てて

    Yo In'nami, Rie Koizumi

  • JLTA (Japan Language Testing Association) delegate award to KELTA (Korean English Language Testing Association)

    2011.8   Japan Language Testing Association   多母集団分析による分析:新TOEICテストの因子構造

    Yo In'nami, Rie Koizumi

  • "Second prize, the 2nd SPSS Open House Students' Research Award co-sponsored by INTAGE Inc."

    2002.10   SPSSおよび株式会社インテージ   テスト形式に対する反応とテスト不安がリスニングパフォーマンスに与える影響

  • Hiroshima Shudo University President Award

    1998.7   広島修道大学   (1) 交換留学先の米国アリゾナ州立大学で、2学期間に渡り成績優秀者名簿 (Dean’s List) に名前が記載 (GPA 3.5以上 [4.0が上限])、(2) 広島修道大学主催第1回英語エッセイコンテストにおいて最優秀賞を受賞、(3) TOEFL607点を取得、の3点により授与。

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Research Projects

  • Examining second language ability using meta-analytic structural equation modeling

    2023.4 - 2026.3

    Ministry of Education  Grant-in-Aid for Scientific Research (C), Japan Society for the Promotion of Science 

    Yo Innami

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  • A meta-analysis of components of L2 reading, writing, listening, and speaking

    2020.4 - 2023.3

    文部科学省  科学研究費補助金(日本学術振興会・文部科学省)-基盤研究(C) 

    Yo Innami

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    Grant type:Competitive

    Grant amount: \4160000 ( Direct Cost: \3200000 、 Indirect Cost: \960000 )

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  • A meta-analysis of components of L2 speaking and writing.

    2017.4 - 2020.3

    文部科学省  科学研究費補助金(日本学術振興会・文部科学省)-基盤研究(C) 

    印南洋

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    Authorship:Principal investigator  Grant type:Competitive

    Grant amount: \4160000

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  • "Development of CEFR-J-based, CAN-DO tasks for teaching and testing (Co-Investigator)"

    2016.4 - 2020.3

    文部科学省  科学研究費補助金(日本学術振興会・文部科学省)-基盤研究(A) 

    根岸雅史

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    Grant type:Competitive

    Grant amount: \37960000

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  • Construction of a longitudinal corpus and an investigation into the developmental process of Japanese high-school students' English speaking proficiency (Co-Investigator)

    2016.4 - 2020.3

    文部科学省  科学研究費補助金(日本学術振興会・文部科学省)-基盤研究(B) 

    阿部真理子

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    Grant type:Competitive

    Grant amount: \18070000

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  • Development and validation of a role-play test to measure speaking proficiency (Co-Investigator)

    2014.4 - 2019.3

    文部科学省  科学研究費補助金(日本学術振興会・文部科学省)-基盤研究(C) 

    小泉利恵

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    Grant type:Competitive

    Grant amount: \4550000

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  • "EIKEN, TOEFL, and TOEIC as tools for awarding English course credits in Japanese universities"

    2014.4 - 2017.3

    文部科学省  科学研究費補助金(日本学術振興会・文部科学省)-基盤研究(C) 

    印南洋

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    Authorship:Principal investigator  Grant type:Competitive

    Grant amount: \4420000

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  • The structure of a second language ability: A quantative synthesis

    2011.4 - 2014.3

    文部科学省  科学研究費補助金(日本学術振興会・文部科学省)-若手研究(B) 

    印南洋

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    Authorship:Principal investigator  Grant type:Competitive

    Grant amount: \2600000

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  • 英検・TOEFL・TOEICを用いた単位認定の実態調査

    2012.4 - 2013.3

    芝浦工業大学  芝浦工業大学2012年度プロジェクト研究助成 (スタートアップ) 

    印南洋

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    Authorship:Principal investigator  Grant type:Competitive

    Grant amount: \881000

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  • "Modeling Fluency, Accuracy, Syntactic Complexity, and Lexical Diversity of Speaking Performance: A Structural Equation Modeling Approach"

    2011.4 - 2012.3

    豊橋技術科学大学  豊橋技術科学大学平成23年度論文発表等支援経費 

    小泉利恵

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    Grant type:Competitive

    Grant amount: \52056

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  • Can structural equation models in second language testing and learning research be successfully replicated?

    2009.4 - 2010.3

    文部科学省の平成21年度「教育研究高度化のための支援体制整備事業」に豊橋技術科学大学が採択されたことからの基金 

    印南洋

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    Authorship:Principal investigator  Grant type:Competitive

    Grant amount: \40397

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  • The effects of language ability and test method on test scores: A meta-analysis of multitrait-multimethod studies

    2008.4 - 2010.3

    文部科学省  科学研究費補助金(日本学術振興会・文部科学省)-若手研究(スタートアップ) 

    印南洋

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    Authorship:Principal investigator  Grant type:Competitive

    Grant amount: \1742000

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  • タスク形式が英語リスニングテスト得点へ与える影響: 量的および質的分析を通して

    2006.4 - 2008.3

    文部科学省  科学研究費補助金(日本学術振興会・文部科学省)-奨励研究 

    印南洋

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    Authorship:Principal investigator  Grant type:Competitive

    Grant amount: \1100000

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  • The effects of task types on listening test performance: A quantitative and qualitative study

    2006.3 - 2006.12

    Educational Testing Service  Educational Testing Service (米国エデュケーショナルテスティングサービス社) のTOEFL Small Grants for Doctoral Research in Second or Foreign Language Assessment [第ニ言語教育および外国語教育における評価に関する博士論文助成] 

    印南洋

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    Authorship:Principal investigator  Grant type:Competitive

    Grant amount: \200000

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  • The effects of task types on listening test performance: A retrospective study

    2004.2 - 2005.4

    日本言語テスト学会  日本言語テスト学会研究助成 

    印南洋

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    Authorship:Principal investigator  Grant type:Competitive

    Grant amount: \100000

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Allotted class

  • 2024   English for International Communication 5   Department

  • 2024   English for International Communication 6   Department

  • 2024   English Expression 1   Department

  • 2024   English Expression 2   Department

  • 2024   English Expression 3   Department

  • 2024   English Expression 4   Department

  • 2024   English Reading 1   Department

  • 2024   English Reading 2   Department

  • 2024   English Reading 3   Department

  • 2024   English Reading 4   Department

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