日 本 言 語 テ ス ト 学 会（JLTA）
第 22 回（2019 年 度）全 国 研 究 大 会 発 表 要 綱
Handbookofthe 22nd Conferenceofthe Japan Language Testing Association

Conference Theme:
Evaluating Language Assessments in Japan
日 時：2019年9月11日（水）11:00－15:00 ～ 9月12日（木）9:00－18:00
会 場：新潟青陵大学1号館〒951-8121 新潟市中央区水道町1丁目5939番地
http://www.n-seiryo.ac.jp/
主 催：日本言語テスト学会 事務局〒270-1695 千葉県印西市平賀学園台1-1
順天堂大学さくらキャンパス 小泉利恵研究室
TEL: 0476-98-1001 (代表) FAX: 0476-98-1011 (代表)http://jlta.ac/
協 賛 (Co-sponsor)：JALT (Japan Association for Language Teaching) Testing and Evaluation
Special Interest Group (TEVAL SIG: http://teval.jalt.org/)

The Japan Language Testing Association
1-1 Hiraka Gakuendai, Inzai, Chiba 270-1695, Japan
Telephone: +81-476-98-1001 Fax: +81-476-98-1011
http://jlta.ac/
E-mail: rie-koizumi@mwa.biglobe.ne.jp

Conference venue: Niigata Seiryo University
1-5939 Suido-cho, Chuo-ku, Niigata, 951-8121, Japan
http://www.n-seiryo.ac.jp/english/access/index.html

全 国 研 究 大 会 本 部 委 員 (Annual Conference Committee)
渡部 良典 / Yoshinori WATANABE
小泉 利恵 / Rie KOIZUMI
片桐 一彦 / Kazuhiko KATAGIRI
横内 裕一郎 / Yuichiro YOKOUCHI
深澤 真 / Makoto FUKAZAWA
木村 哲夫 / Tetsuo KIMURA
藤田 智子 / Tomoko FUJITA（上智大学 / Sophia University）（順天堂大学 / Juntendo University）（専修大学 / Senshu University）（弘前大学 / Hirosaki University）（琉球大学 / University of the Ryukyus）（新潟青陵大学 / Niigata Seiryo University）（桃山学院大学 / St. Andrew’s University）

全 国 研 究 大 会 運 営 委 員 (Annual Conference Steering Committee)
藤田 智子 / Tomoko FUJITA
印南 洋 / Yo IN’NAMI
金子 恵美子 / Emiko KANEKO
木村 哲夫 / Tetsuo KIMURA
熊澤 孝昭 / Takaaki KUMAZAWA
田中 洋也 / Hiroya TANAKA
谷 誠司 / Seiji TANI

（桃山学院大学 / St. Andrew’s University）（中央大学 / Chuo University）（会津大学 / University of Aizu）（新潟青陵大学 / Niigata Seiryo University）（東洋大学 / Toyo University）（北海学園大学 / Hokkai-Gakuen University）（常葉大学 / Tokoha University）

全 国 研 究 大 会 実 行 委 員 (Annual Conference Executive Committee)
木村 哲夫 / Tetsuo KIMURA
藤田 智子 / Tomoko FUJITA
印南 洋 / Yo IN’NAMI
金子 恵美子 / Emiko KANEKO
熊澤 孝昭 / Takaaki KUMAZAWA
田中 洋也 / Hiroya TANAKA
谷 誠司 / Seiji TANI

（実行委員長・新潟青陵大学 /Committee Head; Niigata Seiryo University）（桃山学院大学 / St. Andrew’s University）（中央大学 / Chuo University）（会津大学 / University of Aizu）（東洋大学 / Toyo University）（北海学園大学 / Hokkai-Gakuen University）（常葉大学 / Tokoha University）

研 究 発 表 審 査 委 員 (Paper Presentation Abstract Reviewer)
藤田 智子 / Tomoko FUJITA
印南 洋 / Yo IN’NAMI
田中 洋也 / Hiroya TANAKA
谷 誠司 / Seiji TANI

（桃山学院大学 / St. Andrew’s University）（中央大学 / Chuo University）（北海学園大学 / Hokkai-Gakuen University）（常葉大学 / Tokoha University）

Table of Contents（目次）
1. Conference Schedule Overview（大会日程表）

2

2. From the JLTA Office: Information for Conference Participants（学会事務局からのお知らせ）

11

3. Abstracts（発表要旨）

14

4. Workshop Information（ワークショップ情報）

40

5. Conference Venue（交通アクセス・会場マップ）

42

6. Advertisement/Commercial Exhibit Sponsors（広告・展示協賛企業）
46

1

1. Conference Schedule Overview
Day 1: September 11, 2019 (Wednesday)
9:00－10:50
President and Secretary General Meeting(1204, 2nd floor, 1st building, Niigata Seiryo University)
11:00－15:00(10:30 －Registration)Workshop (Conducted in Japanese)“Bayesian Statistics and its Application to Foreign Language Education Study”
Kunihiro KUSANAGI (Hiroshima University)
Niigata Seiryo University (4108PCL, 4th building)

15:30－18:00

Board Meeting(1204, 2nd floor, 1st building, Niigata Seiryo University)

Day 2: September 12, 2019 (Thursday)
8:20－
Registration(Hallway, 2nd floor, 1st building)Opening Ceremony(Seiryo Hall, 1st floor, 1st building)
9:00－9:15
9:25－9:55
Presentation I(1301, 1303, 1304)
10:00－10:30 Presentation II(1301, 1302, 1304)
10:30－10:45 Break(1206, 2nd floor, 1st building)KeynoteSpeech(Seiryo Hall, 1st floor, 1st building)
10:45－12:00(Cafeteria, 1st floor, 3rd building)
12:00－13:40 Lunch Break(JLTA Committee Meetings)(1204, 2nd floor, 1st building)
13:40－14:10 Presentation III(1301, 1302, 1303, 1304, 1305)(1301, 1302, 1303, 1304, 1305)
14:15－14:45 Presentation IV
14:50－15:20 Presentation V (Institutional Member Presentations)(1301, 1302, 1303, 1304)
15:20－15:40 Break(1206, 2nd floor, 1st building)
15:40－17:10 Symposium(Seiryo Hall, 1st floor, 1st building)
17:20－17:40 Closing Ceremony & JLTA Best Paper Award Ceremony(Seiryo Hall, 1st floor, 1st building)
17:40－18:00 JLTA General Business Meeting(Seiryo Hall, 1st floor, 1st building)
18:20－20:20 Banquet(Cafeteria, 1st floor, 3rd building)Commercial Exhibits:
Lunch Room for Participants:
Break Room (after 10:30):
Family Waiting Room:Headquarters:1203, 2nd floor, 1st building
Cafeteria, 1st floor, 3rd building
1206, 2nd floor, 1st building
1205, 2nd floor, 1st building
1204, 2nd floor, 1st building

Complimentary refreshments are available in the 2nd floor hallway in the 1st building.
Please see p. 11 for lunch information.

2

Program of the 22nd JLTA Conference
September 12, 2019 (Thursday)
8:20－
Registration
Conference Attendance Fee:

(Hallway, 2nd floor, 1st building)
JLTA Members & JALT TEVAL SIG Members: ¥1,000
Non-members: ¥3,000; Graduate students: ¥1,000
Undergraduate students (with a proper student ID): Free

8:30－

Registration for Commercial Exhibits

9:00－9:15

Opening Ceremony(Seiryo Hall, 1st floor, 1st building)
Coordinator: Emiko KANEKO (University of Aizu)
Greetings: Yoshinori WATANABE (JLTA President; Sophia University)
Yoshiko LEIBOWITZ (President, Niigata Seiryo University)

9:25－10:30

Presentations I and II (Presentation: 20 minutes; Discussion: 10 minutes)(1301, 1302, 1303, 1304, 3rd floor, 1stbuilding)
Break(1206, 2nd floor, 1st building)

10:30－10:45(Hallway, 1st floor, 1st building)

10:45－12:00

Keynote Speech(Seiryo Hall, 1st floor, 1st building)
Coordinator: Yoshinori WATANABE (Sophia University)
Title: An Ethics-based Approach to the Evaluation of Language Assessments
Lecturer: Antony John KUNNAN (University of Macau)

12:00－13:40

Lunch BreakLunch Room for Participants: Cafeteria, 1st floor, 3rd building
JLTA Committee Meetings: 1204, 2nd floor, 1st building

13:40－15:20

Presentations III, IV, and Institutional Member Presentations (V)(Presentation: 20 minutes; Discussion: 10 minutes)(1301, 1302, 1303, 1304, 1305, 3rd
floor, 1st building)Break(1206, 2nd floor, 1st building)

15:20－15:40
15:40－17:10

Symposium(Seiryo Hall, 1st floor, 1st building)
Theme: Evaluating Fairness and Justice of University Entrance English Examinations inJapan
Coordinator Hidetoshi SAITO (Ibaraki University)
Panelist 1
Hidetoshi SAITO (Ibaraki University)
An Introduction to the Symposium and External Testing Agencies Views
on Effects on Teaching
Panelist 2

Kiwamu KASAHARA (Hokkaido University of Education)
External English Language Testing Agencies’ Views on their Own Tests:
Its Use and Washback on Teaching and Learning: Part 2

Panelist 3

Yasuyo SAWAKI (Waseda University)3

Linking Commercial English Language Assessments to the CEFR andUsing them for Admission Decision-Making: Challenges and Future
Directions
DiscussantAntony John KUNNAN (University of Macau)

17:20－17:40

Closing Ceremony & JLTA Best Paper Award Ceremony(Seiryo Hall, 1st floor, 1st building)
Coordinator: Youichi NAKAMURA (Seisen Jogakuin College)
2018 Best Paper Award Recipient: Akiyo HIRAI (University of Tsukuba)

17:40－18:00

JLTA General Business Meeting(Seiryo Hall, 1st floor, 1st building)Selection of the chair
Reporter: Rie KOIZUMI (JLTA Secretary General; Juntendo University)
Kazuhiko KATAGIRI (JLTA Vice Secretary General; Senshu University)
Yuichiro YOKOUCHI (JLTA Vice Secretary General; Hirosaki University)
Makoto FUKAZAWA (JLTA Vice Secretary General; University of the
Ryukyus)18:20－20:20

Banquet(Cafeteria, 1st floor, 3rd building)
Coordinator: Tetsuo KIMURA (Niigata Seiryo University)

4

大会日程表第 1 日目：2019 年 9 月 11 日（水）9:00－10:50
会長・事務局打合せ（1 号館 2 階 1204）

11:00－15:00 ワークショップ:(10:30 － 受 ベイズ統計とその外国語教育研究への応用（日本語で実施）
付)
講師：草薙 邦広 （広島大学）
場所：新潟青陵大学（4 号館 4108PCL 教室）
15:30－18:00

役員会（1 号館 2 階 1204）

第 2 日目：2019 年 9 月 12 日（木）8:20－
受付
（1 号館 2 階ホール）
9:00－9:15
開会行事（1 号館 1 階青陵ホール）
9:25－9:55
研究発表 I（1 号館 3 階 1301, 1303, 1304）
10:00－10:30 研究発表 II（1 号館 3 階 1301, 1302, 1304）
10:30－10:45 休憩（1 号館 2 階 1206）
10:45－12:00 基調講演
（1 号館 1 階青陵ホール）
12:00－13:40 昼食（3 号館学生食堂）（JLTA 委員会）
（1 号館 2 階 1204）
13:40－14:10 研究発表 III（1 号館 3 階 1301, 1302, 1303, 1304, 1305）
14:15－14:45 研究発表 IV（1 号館 3 階 1301, 1302, 1303, 1304, 1305）
14:50－15:20 研究発表 V (賛助会員発表)（1 号館 3 階 1301, 1302, 1303, 1304）
15:20－15:40 休憩（1 号館 2 階 1206）
15:40－17:10 シンポジウム（1 号館 1 階青陵ホール）
17:20－17:40 閉会行事＆JLTA 最優秀論文賞授与式（1 号館 1 階青陵ホール）
17:40－18:00 JLTA 総会（1 号館 1 階青陵ホール）
18:20－20:20 懇親会（3 号館 1 階学生食堂）
協賛企業展示：1 号館 1 階 1203
一般参加者昼食：
3 号館 1 階学生食堂
休憩室 (10 時半以降)： 1 号館 2 階 1206
家族控え室：
1 号館 2 階 1205
大会本部：
1 号館 2 階 1204
※無料の飲み物やお菓子は、1 号館 2 階ホールにございます。
※昼食関連の情報は、p. 12 をご覧ください。

5日本言語テスト学会第 22 回全国大会プログラム
2019 年 9 月 12 日（木）
8:20－
一般受付
（1 号館 2 階 ホール）
学会参加費：JLTA 会員・JALT TEVAL SIG 会員 1,000 円、未会員 3,000 円
大学院生 1,000 円
学部生無料（学生証提示を当日受付でお願いします）
8:30－

企業展示受付（1 号館 2 階ホール）

9:00－9:15

開会行事
総合司会
挨
拶

9:25－10:30
10:30－10:45（1 号館 1 階青陵ホール）
金子 恵美子（会津大学）
渡部 良典（JLTA 会長・上智大学）
リボウィッツ よし子（新潟青陵大学学長）

研究発表 I・II（発表 20 分, 質疑応答 10 分）（1 号館 1301, 1302, 1303, 1304）
休憩（1 号館 2 階 1206）

10:45－12:00

基調講演（1 号館 1 階青陵ホール）
司会：渡部 良典（JLTA 会長・上智大学）
演題：An Ethics-based Approach to the Evaluation of Language Assessments
講師：Antony John KUNNAN (University of Macau)

12:00－13:40

昼食
一般参加者昼食控室：3 号館 1 階学生食堂
JLTA 委員会：1 号館 2 階 1204

13:40－15:20

研究発表 III、IV、賛助会員発表 (V) （発表 20 分, 質疑応答 10 分）（1 号館 3 階 1301, 1302, 1303, 1304, 1305）
休憩（1 号館 2 階 1206）

15:20－15:40
15:40－17:10

シンポジウム（1 号館 1 階青陵ホール）
テーマ：Evaluating Fairness and Justice of University Entrance English Examinations inJapanコーディネーター： 齋藤 英敏（茨城大学）
パネリスト 1 ：齋藤 英敏（茨城大学）
An Introduction to the Symposium and External Testing Agencies
Views on Effects on Teaching
パネリスト 2：
笠原 究（北海道教育大学）
External English Language Testing Agencies’ Views on their Own
Tests: Its Use and Washback on Teaching and Learning: Part 2
パネリスト 3：
澤木 泰代（早稲田大学）
Linking Commercial English Language Assessments to the CEFR
and Using them for Admission Decision-Making: Challenges
and Future Directions
討論者：

Antony John KUNNAN (University of Macau)617:20－17:40

閉会行事＆JLTA 最優秀論文賞授与式（1 号館 1 階青陵ホール）
司会
中村 洋一（清泉女学院短期大学）2018 年度 JLTA 最優秀論文賞受賞者 平井 明代（筑波大学）

17:40－18:00

JLTA 総会（1 号館 1 階青陵ホール）
議長選出
報告
小泉 利恵（JLTA 事務局長・順天堂大学）
片桐 一彦（JLTA 事務局次長・専修大学）
横内 裕一郎（JLTA 事務局次長・弘前大学）
深澤 真（JLTA 事務局次長・琉球大学）

18:20－20:20

懇親会
司会
木村 哲夫（新潟青陵大学）（3 号館 1 階学生食堂）

Presentation Overview
Time

Part

9:25 －
9:55

I

10:00 －
10:30

II

10:30 －
10:45
10:45 －
12:00
12:00 －
13:40
13:40 －
14:10

1302

1303

1304

1305

Seiryo Hall白鳥--

ARBER †

JI*

--

--

--

CHOI*

--

--

--

--

KUNNANZHOU,DUNLEA,NEGISHI,O’SULLIVAN&YOSHITOMI

島田

Break
--

--

--

KeynoteLunch BreakIII

14:15 －
14:45

IV

14:50 －
15:20

V

15:20 －
15:40
15:40 －
17:10

1301

鈴木

ALLAN

SAVILLE

FUJITAWICKING--大木

島田, 孫,
保坂, 澁川, &谷部

GROGANNAKAMURA

ALLEN

--

平野 & 木下

堀川, 板橋, &田渕

SAVILLE

青山

--

--

--

--

Break
--

--

--

*KELTA delegate presentation†Assessment practice presentation

7

SymposiumPresentation Details
Seiryo Hall, 1st floor, 1st building
Keynote speech chair
Yoshinori WATANABE (Sophia University)
Keynote speech summary
Hideaki OKA (University of Tsukuba)
Symposium summary
Hiroki MAEDA (University of Tsukuba)
Part
Presenter (Affiliation)
Title (Page)
I----------9:25－
9:55

II

------------

10:00－
10:30------

An Ethics-based Approach to
the Evaluation of Language
Assessments (p. 14)------------------

V------------

14:50－
15:20
15:40－
17:10

Symposium: Evaluating Fairness and Justice of University
Entrance English Examinations in Japan

10:45－
12:00

III

Keynote speech
Lecturer: Antony John KUNNAN (University of Macau)

13:40－
14:10

IV
14:15－
14:45

Coordinator: Hidetoshi SAITO (Ibaraki University)

Introduction (p. 16)

Panelist 1: Hidetoshi SAITO (Ibaraki University)

An Introduction to the
Symposium and External
Testing Agencies Views on
Effects on Teaching (p. 16)

Panelist 2: Kiwamu KASAHARA (Hokkaido University of External English Language
Testing Agencies’ Views on
Education)
their Own Tests: Its Use andWashback on Teaching and
Learning: Part 2 (p. 18)

Panelist 3: Yasuyo SAWAKI (Waseda University)

Discussant: Antony John KUNNAN (University of Macau)

8

Linking Commercial English
Language Assessments to the
CEFR and Using them for
Admission Decision-Making:
Challenges and Future
Directions (p. 19)

1301, 3rd floor, 1st buildingPart
I

Presenter (Affiliation)
白鳥 金吾 (北星学園大学短期大学部)

Title (Page)
大学入学者選抜における民間試験の活用についてーケンブリッジ英検の検証を通した考察(p. 20)
結束性判断テストによるディスコース能力の発達の測定 (p. 21)

9:25 －
9:55

II

島田 勝正 (桃山学院大学)

10:00 －
10:30

英単語の語源学習における学習者の注意―形
態素の既知性，意味的透明性，テスト形式を焦
13:40 －
14:10
点に― (p. 22)
大木 俊英 (白鷗大学)
音声認識力を測る新しいタスクの可能性：
IV
14:15 －
Word Count Task の妥当性と信頼性について (p.
14:45
23)
平野 琢也 (株式会社アルク アルク教
スピーキングテスト TSST を使用した「高校生V
育総合研究所)の英語スピーキング力と学習実態に関する 3 年
14:50 －
木下
あおい
（株式会社アルク
アルク教間追跡調査」及び「アルク語学教育研究支援制
15:20
育総合研究所）
度」について (p. 36)
III

鈴木 健太郎 (共栄大学)

1302, 3rd floor, 1st buildingPart
I

Presenter (Affiliation)------

Title (Page)------

9:25 －
9:55

Yujia ZHOU (Tokyo University of Foreign
Studies)Jamie DUNLEA (British Council)
II
Masashi NEGISHI (Tokyo University of
10:00 －
Foreign Studies),
10:30
Barry O’SULLIVAN (British Council)
Asako YOSHITOMI (Tokyo University ofForeign Studies)
Gordon ALLAN (British Council)
III

Gathering a Posteriori Validity Evidence of a
Computer-based Speaking Test for Japanese
University Admission (p. 24)

Assessing Speaking: Current Practice andPerceptions of Japanese High School English
Teachers (p. 25)
日本語聴解認知診断テスト開発のための予備調査 (p. 26)

13:40 －
14:10

島田 めぐみ (日本大学)
孫 媛 (国立情報学研究所)
保坂 敏子 (日本大学)
澁川 晶 (国際基督教大学)
谷部 弘子 (東京学芸大学)
V
堀川 有美 (国際交流基金日本語試験
14:50 － センター)
15:20
板橋 貴子 (国際交流基金日本語試験センター)
田渕 咲子 (国際交流基金日本語試験
センター)
IV

14:15 －
14:45

日本語能力試験聴解「即時応答」のプロト
コル調査の報告 (p. 37)

91303, 3rd floor, 1st buildingPart
I

Presenter (Affiliation)
Richard ARBER (Kwansei Gakuin
9:25 － University)

Title (Page)
Filling in the Blanks: Rethinking EAP Assessment
for CLIL Contexts† (p. 27)

9:55------

II------

10:00 －
10:30

III
13:40 －
14:10

IV
14:15 －
14:45

V
14:50 －
15:20

Nick SAVILLE (IELTS Cambridge
Assessment English)

Keeping IELTS Fit for Purpose: The Future of
Learning and Assessment (p. 28)

Myles GROGAN (Kwansei Gakuin
University)

Grading the Grades: An Investigation into
Classroom-based Compulsory University EFL
Assessment (p. 29)
The Impact of IELTS in Japanese Higher Education(p. 38)Nick SAVILLE (IELTS Cambridge
Assessment English)†Assessment practice presentation

1304, 3rd floor, 1st buildingPart
I

Presenter (Affiliation)
Nan-Young JI (Korea Polytechnic University)
9:25 － (*KELTA delegate presentation)

Keita NAKAMURA (Eiken Foundation ofJapan)

Title (Page)
Investigation into Validity of Paraphrasing Task asa Writing Performance Test Item for EFL Learners(p. 30)The Effectiveness of Peer Feedback and Writing
Conference as Learning-Oriented Writing
Assessment (p. 31)
The Effects of Listening Instructions Using
Materials with Background Noise on EFL
Learners’ Listening Abilities (p. 32)
A Validation Study of New Business Speaking Test
(p. 33)

青山 智恵 (ケンブリッジ大学英語検定機
構)

新 4 技能 CBT Linguaskill リンガスキルの活用
報告 (p. 39)

9:55

II
10:00 －
10:30

III

Yunjeong CHOI (Korea University) (*KELTA
delegate presentation)
Ryoko FUJITA (Juntendo University)

13:40 －
14:10

IV
14:15 －
14:45

V
14:50 －
15:20

1305, 3rd floor, 1st buildingPart
I

Presenter (Affiliation)------

Title (Page)------

II------------

9:25 －
9:55
10:00 －
10:30

III

Paul WICKING (Meijo University)

How Japanese Students Conceptualize andExperience University Assessment (p. 34)

David ALLEN (Ochanomizu University)

The Impact of Japanese-L1 Loanword Knowledge
in Tests of English-L2 Lexical Knowledge (p. 35)

13:40 －
14:10

IV
14:15 －
14:45

V

14:50 －
15:20-----------10

2. From the JLTA Office: Information for Conference Participants
Registration
1. There is no need to register in advance.
2. The conference registration site is Hallway on the 2nd floor of the 1st building.
3. The conference attendance fee is ¥1,000 for members (including institutional members) and ¥3,000 for
non-members (¥1,000 for non-member graduate students and ¥0 for non-member undergraduate
students).
4. If non-members apply for membership at the registration desk, the conference attendance fee will be¥1,000. The JLTA annual membership fee is ¥8,000 for a general member and ¥5,000 for a student
member. The admission fee for the JLTA membership is ¥1,000.
5. Please wear your conference name card strap throughout the conference.
6. The banquet fee is ¥3,000. The banquet registration is conducted at the registration desk. There is no
pre-conference registration. The banquet will be held at the Cafeteria in the Niigata Seiryo University.
(See the map on p. 44).
7. The conference handbook is available at the registration desk on the day of the conference and is notsent by post in advance.
Family Waiting Room
1. A family waiting room is available for family members (junior high school age and above) who are notattending the JLTA events but are accompanying an adult(s) attending the events.
2. Desks and chairs are available.
3. As no JLTA or care staff is present in the room, its use is limited to people from junior high school age
and above and at their own risk.
4. Members of a participant’s family who do not attend presentations or lectures and only use the family
waiting room are exempt from the conference attendance fee. Please ask for a “participant’s family”
tag at the registration desk when your family member registers for the JLTA events.
5. The family waiting room is at 1205 on the 2nd floor in the 1st building. Complimentary refreshments
are available in the 1st floor hallway in the same building. Feel free to enjoy them.
Lunch and Participants’ Lounge, Etc.
1. Please use the Cafeteria on the 1st floor in the 3rd building for lunch.
2. Complimentary refreshments are available in the 2nd floor hallway.
3. There are a convenience store (FamilyMart) and several restaurants within a ten-minute walk. The
on-campus Cafeteria does not operate, but University CO-OP in the 5th building is available for participants
to buy food and beverages.
Accommodation
We are afraid that we provide no accommodation services through our association. Please makearrangements by yourself.
Smoking
Smoking is prohibited on campus.
Emergency Contact E-Mail Address:
Secretary General)u16yoko@gmail.com (Yuichiro YOKOUCHI, JLTA Vice

11

To Presenters
1. Presenters will have 20 minutes to present their paper, followed by 10 minutes for discussion.
2. There will be no chair person in the presentation room. A time keeper will show you the time left.
3. Please register at the registration desk first. Please go to the designated room 5 minutes prior to thestarting time of the presentation.
4. Presenters are expected to bring a PC. There will be an audio terminal connector (for PC connection
through a stereo mini plug) and a D-sub 15-pin cable in the presentation room. If necessary, please
prepare an HDMI to VGA adaptor. Mac users should bring their own Mini DisplayPort to VGA
Adapter. Third-party adapters do not work properly sometimes.
5. Eduroam or other Wi-Fi Internet access is not available.
6. Please bring handouts in case your PC or the projector does not work.
7. If you need a letter of invitation, contact Rie KOIZUMI (JLTA Secretary General) at
rie-koizumi@mwa.biglobe.ne.jp

学会事務局からのお知らせ
大会参加者へのご案内■受付
1. 事前申し込みは必要ありません。
2. 受付は、1 号館 2 階 ホールで行います。
3. 学会参加費は、会員 1,000 円（個人・賛助会員を含む）、未会員 3,000 円（ただし大学院生は1,000 円、学部生は無料）です。
4. 未会員の方でも、受付で入会手続きを行えば学会参加費は 1,000 円となります。JLTA 年会費
は、一般会員は 8,000 円、学生会員は 5,000 円、入会費は 1,000 円です。
5. 学会中は、名札をお付けください。
6. 懇親会費は 3,000 円です。当日受付でお支払いください。事前受付はありません。懇親会は学生食堂にて開かれます（マップ p. 44 参照）。
7. 参加者の方には、『JLTA 第 22 回（2019 年度）全国研究大会発表要綱』を受付で配布します。
『要綱』は事前に郵送しませんので、ご注意ください。
■家族控室
1. 参加者のご家族（中学生以上）のための控室を設置します。発表・講演等には参加しない家族が待機できる部屋です。
2. 部屋には机や椅子はあります。
3. スタッフも配置しませんので、自己責任での中学生以上のご利用に限定させていただきます。
4. 発表・講演等には参加せず、家族控室のみ利用される参加者ご家族は、大会参加費は無料です。参加者が受付する際に、「参加者ご家族」用の名札を受け取ってください。
5. 家族控室は 1 号館 2 階 1205 にあります。無料の飲み物やお菓子は、1 号館 1 階通路にあり、参加者ご家族の方もお召し上がりいただけます。
■昼食・休憩室等
1. 昼食・休憩室として、3 号館 1 階学生食堂をご利用ください。
2. 無料の飲み物やお菓子は 1 号館 2 階ホールにございます。
3. 学食の営業はしていませんが、5 号館 1 階の大学生協の店舗で昼食をご購入いただけます。徒歩 10 分以内の場所に、コンビニエンス・ストア (ファミリーマート) が 1 件と、レストランが数件あります。

12

■宿泊宿泊の斡旋はいたしておりません。
■喫煙キャンパス内は建物外も含め、禁煙です。
■緊急連絡先の E メールアドレス u16yoko@gmail.com（横内裕一郎、JLTA 事務局次長）

発表者へのご案内
20 分の発表と 10 分の質疑応答の時間があります。
司会者はおりません。タイムキーパーが残り時間を提示します。
受付を済まされ、発表開始 5 分前には、発表会場にお越しください。
ご発表にはご自分のコンピューターを持参してください。音声ケーブル (ステレオミニプラ
グによる PC 接続用) および RGB ケーブル (D-sub15 ピン) は発表会場にあります。必要に応じて、HDMI から VGA への変換用アダプター、並びに Mac 用のケーブルはご自身でご準備ください。持ち込んだアダプターは機能しないことが時折あります。
5. Eduroam およびその他の Wi-Fi インターネットへの接続は提供しておりません。
6. 予測できない不具合に備え、ハンドアウトのご持参をお勧めします。
7. 出張依頼状などが必要な方は、rie-koizumi@mwa.biglobe.ne.jp (小泉利恵, JLTA 事務局長) まで
ご連絡ください。
1.
2.
3.
4.

13

3. Abstracts (発表要旨)
Keynote Speech (Seiryo Hall, 1st floor, 1st building)

10:45－12:00

An Ethics-based Approach to the Evaluation of Language Assessments
Antony John KUNNAN (University of Macau)
akunnan@umac.mo, akunnan@gmail.com
The dominant 20th century approach to the evaluation of language assessments was the Standards-based
approach. The Standards most evaluators referred to were the APA, AERA, NCME Standards (1999; 2014)or the derivative ILTA, ALTE or EALTA Standards. These Standards considered the center-piece of theirevaluations to be evidence from studies of validation, reliability and consequences. In the early part of the
21st century, the Argument-based approach (proposed by Bachman, 2005; Bachman and Palmer, 2014)
emerged as a new approach that used the Toulmin way of structuring arguments (with claims, warrants,
backing and rebuttal). Their emphasis of this approach was to include consequences and to clarify
evaluation procedures using Toulmin’s framework. The reviewers who used the Standards-based andArgument-based approaches published their evaluations in the Mental Measurements Yearbook, Language
Testing and Language Assessment Quarterly. These published evaluations have many deficiencies in criticalways: they were mainly descriptive (not evaluative), they were insider evaluations (not independent as theauthors are often the testing agencies’ collaborators), they did not have test performance data (for secondary
analyses), they accepted the test agencies’ claims rather than evaluate the assessment against principles (forexample, of fairness, justice, etc.), and they were lacking in any intellectual foundation (as test agencies did
not explicitly state their ethical beliefs).
To remedy this situation, I am proposing an ethics-based approach to assessment evaluation. In thisapproach, a principled basis for fairness of assessments and justice in institutions is used as a frameworkthat in turn is used to develop the Principle of Fairness and Principle of Justice. Procedurally, Toulmin’s
structuring of arguments is used: Principles, claims, warrants, backing, qualifier, and rebuttals or
counter-claims. I will examine three claims from Principle of Fairness (Opportunity to Learn,
Meaningfulness, and Absence of bias) and one claim from Principle of Justice (Consequences). I will
provide evidence of support for the various claims and also offer rebuttals of claims. The claims examinedare (1) opportunity-to-learn in the classroom of two automated essay evaluation software (Vantage
Learning’s MY Access! and Pearson’s WriteToLearn), (2) meaningfulness in terms of consistency anddependability and the internal structure of a placement test (UCLA’s New ESL Placement Examination), (3)absence of bias in terms of differential item functioning based on age (in the Cambridge English Language
Assessments’ Certificate in Advanced English), and consequences (of the U.S. Naturalization Test).
Analyses used were correlations, exploratory and confirmatory factor analyses. These studies showed thatsome test agencies’ claims could not be supported and rebuttals or counter-claims could be entertained. In
other cases, more independent research studies are needed to find evidence to support or rebut claims. I willconclude with some remarks regarding rights and responsibilities of test takers and test users.

Bio
Antony John KUNNAN is a language assessment specialist. His research interests are fairness of tests andtesting practice, assessment literacy, research methods and statistics, ethics and standards, and language
assessment policy. After completing his Ph.D. from UCLA in 1991, he was awarded a post-doctoral
fellowship at the University of Michigan, Ann Arbor for a year. From 1992 until 2013, he was assistant,14

associate and full professor at California State University, Los Angeles. In 2006, he received a Fulbrightscholarship to Tunghai University, Taiwan where he was a visiting professor and scholar. He also wasprofessor (and now Honorary Professor) at the University of Hong Kong and a professor at Nanyang
Technological University, Singapore. From 2016, he has been Professor of English and Associate Dean of
the Faculty of Arts and Humanities at the University of Macau.
He has served in many capacities at the international level: as secretary-treasurer and president of theInternational Language Testing Association. He was the founding president of the Asian Association for
Language Assessment, and the founding editor of Language Assessment Quarterly (2003-2013). He was amember of the TOEFL Committee of Examiners and the New TOEFL (now iBT) at Educational Testing
Service, Princeton, and a research consultant at the University of Cambridge English Language Assessment
where he conducted research workshops and projects.
His latest publications include: edited volumes The Companion to Language Assessment (in 4 volumes,
Wiley, 2014), Language Testing and Assessment (in 4 volumes, Routledge, 2014) and Talking about
Language Assessment (Routledge, 2015) and an authored book Evaluating Language Assessments(Routledge, 2018).
Note: The first and second paragraphs of this bio statement were adapted from the University of Macau’s
website: https://fah.umac.mo/staff/staff-do/antony-kunnan/15

Symposium (Seiryo Hall, 1st floor, 1st building)

15:40－17:10

Evaluating Fairness and Justice of University Entrance English Examinations in Japan(日本の大学入試英語科目を公平性と公正性の観点から評価する試み)

Coordinator
Panelists

DiscussantHidetoshi SAITO (Ibaraki University)
Hidetoshi SAITO (Ibaraki University)
Kiwamu KASAHARA (Hokkaido University of Education)
Yasuyo SAWAKI (Waseda University)
Antony John Kunnan (University of Macau)

Introduction and Symposium Paper 1: An Introduction to the Symposium and External
Testing Agencies Views on Effects on Teaching
Coordinator and panelist: Hidetoshi SAITO (Ibaraki University)hidetoshi.saito.cldwtr@vc.ibaraki.ac.jp
This symposium is a three-part report of a survey of six testing agencies whose English language tests havejust been endorsed for use as part of the revised Japanese university entrance exam system starting in 2021.
This will be followed by Dr. Antony Kunnan’s comments on the issues we will raise.
According to this reform plan, both commercial proficiency tests and the new Common Test for English
language will be used until 2023, and then the education ministry plans to withdraw the new Common Testand replace it entirely with external proficiency tests. This change will most likely generate unexpectedconsequences, positive or negative, which require serious consideration.
We (Saito, Kasahara, & Sawaki) have decided to ‘preliminarily evaluate’ the English language tests
developed and administered by the six agencies using Kunnan’s principles of fairness and justice (2018).
Using his principles along with Toulumin’s argument approach, one can evaluate the feasibility of test andargue for and against its use for intended purposes and consequences.
The six agencies responded to the questions concerning issues that the test-takers and their teachers might
wonder about: the tests’ potential use and consequences. The questions were targeted at revealing
communicability of the test agencies’ current positions and practice about the future test use. Our‘evaluation’ necessarily contains speculative arguments, because the new exam system has yet to be
implemented. Nevertheless, we are confident of the significance of our preliminary evaluation because of
the magnitude of impact the reforms will have on more than 500,000 high school students and their parents
alike.
The first question in the survey was “What do the agencies think about minimizing the potential risk theirtest may pose of narrowing the curriculum and teaching to the test?” I will discuss their responses (claims)
based on Kunnan’s principle of justice: subprinciple 1, which states that “an assessment institution ought tofoster beneficial consequences to the test-taking community” (2018, p. 80).
Bio
Hidetoshi SAITO (PhD) currently teaches pre- and in-service English teachers and graduate students at
Ibaraki University. His papers have appeared in journals including Language Assessment Quarterly,
Language Testing, and Language Teaching Research. He has just completed a chapter for a book on
16assessment for learning in CLIL. His research interest includes formative assessment, CLIL, and discussion
instruction. Saito currently serves as a Vice President of the Japan Language Testing Association.

17

Symposium Paper 2: External English Language Testing Agencies’ Views on their Own
Tests: Its Use and Washback on Teaching and Learning: Part 2
Kiwamu KASAHARA (Hokkaido University of Education)kasahara.kiwamu@a.hokkyodai.ac.jp

Based on Kunnan’s principles of fairness and justice (2018), this presentation reports on a preliminary
evaluation of the English language tests developed and administered by the six agencies, and their use aspart of the nationwide university entrance examination system. In particular, of the five questions we posedin the survey administered to the six agencies, this presentation reports on responses to Questions 2 through4.
Question 2 asked: “Research has shown that when such tests are used for entrance examination purposes,
students could mainly focus on test preparation, consequently narrowing the content they learn. Do you
have any advice for examinees regarding this point?” Question 3 asked: “Additionally, what initiative do
you think should be taken to have beneficial effects on high school teachers and examinees? Please describe
the current plan and direction for the future plan.” Question 4 asked: “How would you respond to
examinees when they point out that your test(s) include(s) vocabulary that exceeds the 5,000 words thathigh school graduates should know as specified in the New Course of Study beginning from elementary
school starting in 2020?” Questions 2 and 3 concerned Kunnan’s Principle of Justice: subprinciple 1, whichstates that “An assessment institution ought to foster beneficial consequences to the test-taking community”(p. 80). Question 4 concerned Kunnan’s Principle of Fairness: subprinciple 1, which states that “anassessment institution ought to provide adequate opportunity to acquire the knowledge, abilities or skills tobe assessed for all test takers” (p. 80).
After analyzing responses to Questions 2 through 4, the presentation will indicate the extent to which eachtest could serve as part of the nationwide university entrance examination system, along with areas ofconcern or interest that have emerged in the process of analyzing the responses.
Bio
Kiwamu KASAHARA currently teaches pre- and in-service English teachers and graduate students at
Hokkaido University of Education. He has a testing and assessment course with his recently published bookon testing. His research interest includes vocabulary acquisition, classroom SLA, and teaching testing forpre-service teachers. He serves as the editorial chief of Annual Review of English Language Education in
Japan. He is also an editorial advisor of a nationally approved junior high textbook series, New Horizon.

18Symposium Paper 3: Linking Commercial English Language Assessments to the CEFR andUsing them for Admission Decision-Making: Challenges and Future Directions
Yasuyo SAWAKI (Waseda University)
ysawaki@y.waseda.jp
This presentation focuses on the final question included in the survey conducted with the six testing
agencies participating in the score reporting system for the new university entrance examination
administered by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT): “Test takers’
scores on your test will be converted to the levels of the CEFR (Common European Framework ofReference for Languages; Council of Europe, 2001). How would you respond if a test taker asks how
accurate the score boundaries between the different CEFR levels are for your test?” Currently the
information relevant to this question is provided by MEXT in the form of a concordance table specifying
the score mapping results for these agencies’ assessments to the CEFR levels, which has generated
controversies over the feasibility and fairness of the score-to-CEFR level conversion based on thisinformation. This question mainly concerns two aspects of Kunnan’s (2018) Principle of Fairness (p. 80).
One is Sub-principle 2, the degree to which test score interpretation is meaningful for and consistent acrossall test takers. A fundamental issue is the variation across the external English language assessments inassessment purpose, target population, construct representation, and design. This makes it difficult to map
these tests to a common scale such as the CEFR, which is context-free in nature (Deygerts, van Gorp,
Demeester, 2018; Papageorgiou, Tannenbaum, Bridgeman, Cho, 2015). The other relevant principle is
Sub-principle 4, the degree to which the standard-setting procedures employed to link those assessments to
the CEFR are appropriate for equitable decision-making. The standard-setting methods that those agencies
employ determine the quality of the information presented in MEXT’s score concordance table. Moreover,guidance that these agencies provide to stakeholders for score interpretation would also be critical in
minimizing test score misuse.
In this session, the presenter will first summarize survey results on this question and issues of considerationthat emerge from them. This is followed by a proposal of potential future directions for building andsupporting a fairness argument (1) by facilitating stakeholders’ understanding of similarities and differencesamong the assessments and how MEXT’s concordance table should be interpreted and used in specifying
admission requirements; (2) by enhancing the standard-setting practice on which the table is based; and (3)by planning and conducting empirical validation studies of this new score reporting system by thecollaboration of MEXT, the testing agencies, and universities.
Bio
Yasuyo SAWAKI (Professor, Faculty of Education and Integrated Arts and Sciences, Waseda University)
currently teaches various undergraduate- and graduate-level courses in language assessment and academic
English at Waseda University. Her current research interests include diagnostic English language
assessment and feedback as well as integrated writing assessment. Sawaki is a board member of the Japan
Language Testing Association, Secretary/Treasurer of the Asian Association for Language Assessment, andmember of the editorial advisory boards of the Language Testing and Language Assessment Quarterly
journals.

19

Paper Session
1301, 3rd floor, 1st building Part I (9:25-9:55)
大学入学者選抜における民間試験の活用についてーケンブリッジ英検の検証を通した考察
白鳥 金吾 (北星学園大学短期大学部)
2018 年、大学入試センターは、TOEFL、ケンブリッジ英語検定といった試験を「大学入試英語成績提供システム参加要件を満たしていることが確認された資格・検定試験」（以下、認定試験）として公表した。しかし、これらの認定試験は、言うまでもなく、日本の大学入試を目的に開発されたものではないことから、それぞれの試験が高等学校の教育内容を反映しているか、大学教育を受けるに相応しい英語力を測定する試験として妥当であるかを検証する必要がある。本
発表では、認定試験の一つであるケンブリッジ英語検定 B1 Preliminary が高校の教育内容と整合しているか、さらに、CEFR B1 が入学者選抜の基準となり得るか否かについて考察する。はじめに、B1 Preliminary と平成 21 年改訂高等学校学習指導要領外国語編それぞれの目標、トピック、タスク、文法・語彙、音声等の項目を照合した。その結果、本テストは日常生活で求められるコ
ミュニケーション能力を評価する出題内容や形式となっており、多くの項目において、学習指導要領との対応関係が確認された。次に、B1 Preliminary の結果をもとに、受検者の総合的な英語力
及び技能別の状況を分析した。国内の短期大学の学生を対象に実施した本テストの結果から、CEFR B1 は高校卒業時の達成可能な目標であり、受検者の英語力を識別する指標となり得ることが示唆された。こうした結果を踏まえ、良質な英語 4 技能テストが有する優れた機能に着目し、「英語学習者」の視点を大切にした検証を行い、民間英語試験を大学入試として活用する際の検討事項について議論を行う。

20

1301, 3rd floor, 1st building Part II (10:00-10:30)
結束性判断テストによるディスコース能力の発達の測定
島田 勝正 (桃山学院大学)
英語の結束性のあるディスコースにおいては、情報は文末焦点の原則 (Maxim of End-focus) に基づいて、旧情報から新情報へと提示される (Leech, 1983)。
この研究の目的は、この文末焦点の原則を発見させるディスコーストレーニングの処遇効果として、コミュニケーション能力の下位要素で、文脈に応じて適切な言語形式を選択できるディスコース(結束性)能力がいかに向上するかを測定することである。そのために、結束性判断テストを開発し、処遇の事前、直後、および、処遇の 1 週間後と 3 回実施した。
結束性判断テストは複文、与格交替、態の 3 つの文法範疇を取り扱っている。テスト問題は複文の主節の位置が 12 項目（前半・後半、それぞれ 6 項目）、与格交替が 12 項目（SVO・SVOO、それぞれ 6 項目）、態が 12 項目（能動態・受動態、それぞれ 6 項目）で、合計 36 項目から構成されている。
テスト形式は、問題文を読んでそれに続くより適切な発話を A, B のいずれかから選ぶ二者択一方式である。問題文は Globalvoice English (Ver. 2) で録音し、参加者が問題文を聞いて 3 秒以内に解答するように、パワーポイントを使って時間制限を課した。採点は、文末焦点の原則にした
がったより適切な選択肢を選んだ場合に 1 点を与えた。
結果として、処遇効果として複文において、事後、遅延事後テストの得点に上昇がみられた。
特記すべきは、転移効果として与格交替と態にも事後、遅延事後テストにおいて得点の上昇に有意差が見られた。さらに、特記すべきことは、複文、与格交替、態の文法範疇間の相関が事後、遅延事後とより強くなっている点である。なお、信頼性係数（クロンバックα）は、事前テスト
が 0.643、事後テストが 0.764、遅延事後テストが 0.854 と上昇している。これは学習により文末
焦点の原則が 3 つの文法範疇間で一次元化したことを示唆する。

21

1301, 3rd floor, 1st building Part III (13:40-14:10)
英単語の語源学習における学習者の注意―形態素の既知性，意味的透明性，テスト形式を焦点に―鈴木 健太郎 (共栄大学)
本研究の目的は，単語に含まれる形態素を利用した語源学習の効果を，学習者要因として形態
素の既知性 (形態素の意味を知っているか)，語彙要因として形態素の意味的透明性 (形態素の意
味が語の意味にどの程度関連しているか) の 2 つの観点から明らかにすることである。その際，複数の語彙テスト実施することで，学習者がどのような情報に注意を向けながら学習しているかを検証した。
実験では，120 名の日本人大学生が，意味的透明性の異なる接頭辞と語根からなる 16 の派生語の目標語 (例. 透明性高: conspire「団結する」= con-「共に」+ -spire「息づく」; 透明性低: supersede「後任となる」= super-「超えて」+ -sede「座る」) を，複数の学習条件に分かれて 16 分間で学習した。語源学習を行う 2 条件では，テスト時の形態素とその訳の提示の事前告知の有無 (形態素既知，形態素未知) により形態素の既知性を実験的に操作した。また，一般的な学習と比較するために，形態素を提示しない条件を用意した (通常学習)。学習成果を測定するために，学習の直後と 1 週間後 (遅延) にそれぞれ語形のみを提示するテスト (手がかり無) と形態素とその意
味を提示したも (手がかり有) 2 種類の語彙テストを実施した。
語彙テスト得点を条件間で比較した結果，手がかり無テストでは，直後遅延ともに形態素未知条件の方が既知条件よりも成績が良く，未知条件では形態素だけでなく語形と意味のつながりにもより注意を向けていたことが示された。透明性の効果に関しては，手がかり有テスト (遅延) においてのみ，透明性の高い語に対する得点が透明性の低いものよりも高かった。しかしながら，ほとんどのテストにおいて通常学習条件の成績は語源学習の 2 条件を上回っていた。発表では，これらの結果に加え，学習に要した時間やアンケート結果などを踏まえて，語源学習の効率・効果について総合的に議論する。

22

1301, 3rd floor, 1st building Part IV (14:15-14:45)
音声認識力を測る新しいタスクの可能性：Word Count Task の妥当性と信頼性について
大木 俊英 (白鷗大学)
入力された音声を瞬時に処理しなければいけないリスニングでは、素早く正確な音声認識が不可欠だが、外国語学習者はその能力が十分でないという指摘がある（e.g., Field, 2008; Tsui &Fullilove, 1998）。学習者にこの能力向上のための学習を促す方法の 1 つは、ハイステークスなテストにおいて音声認識力を測る問題を出題することである。しかし、センターリスニングをはじめとした大規模テストでは、文章を聞いてその内容と合致する絵や文を選ばせることで内容理解度を測る問題が多く、基本的な音声認識力の測定をねらいとした問題は出題されていない。
連続発話の認識度を測るタスクとしてはディクテーションが候補として挙がるが、書き取りに時間がかかるため試験時間が長くなる、採点に時間がかかる、綴りの知識が成績に影響する、といった欠点がある。しかし、Shi and Farooq（2012）などの研究で用いられている音声復唱タスクに比べれば、スピーキングを苦手とする日本人学習者には適したタスクだと言えよう。このような背景のもと、筆者はディクテーションに代わる簡便なタスクとして「Word Count Task（以下WCT）」を考案した。これは、文を聞いて空所に入る単語の数を答えるだけの簡易なタスクだが、文章の意味を必ずしも理解できなくても答えられるという欠点があり妥当性が怪しまれる。
そこで本研究では、私立大学の 1～2 年生 123 名に TOEIC の英文を使ってディクテーションと
WCT を行わせ、これらの得点を用いて WCT の妥当性と信頼性の検証を試みた。まず、2 つの得点の相関が有意だったため（r = .46）
、併存的妥当性の観点から、2 つのタスクは同じような能力を測っていることが示唆された。しかし信頼性分析の結果、ディクテーションのα係数（.70）に比べて、WCT のα係数（.45）が低いことがわかり、項目を増やすなどの改善が必要であることが明らかとなった。現在、項目応答理論（2PLM）に基づいた分析を行っており、学会当日はその結果も含めて発表する予定である。

23

1302, 3rd floor, 1st building Part II (10:00-10:30)
Gathering a Posteriori Validity Evidence of a Computer-based Speaking Test for Japanese University
Admission
Yujia ZHOU (Tokyo University of Foreign Studies)
Jamie DUNLEA (British Council)
Masashi NEGISHI (Tokyo University of Foreign Studies)
Barry O’SULLIVAN (British Council)
Asako YOSHITOMI (Tokyo University of Foreign Studies)
To foster positive washback on English education, the Japanese Ministry of Education, Culture, Sports,
Science, and Technology (MEXT) has announced a new policy of encouraging universities to use four-skill
English tests for entrance purposes (MEXT, 2017). In response to this call, Tokyo University of Foreign
Studies (TUFS), in collaboration with the British Council, developed the British Council TUFS-Speaking
Test for Japanese Universities (BCT-S). The joint development project, drawing on the British Council’s
expertise in developing and delivering the online speaking component of Aptis, offers one potential solution
to the challenges faced by Japanese universities in introducing an independent speaking component foruniversity-specific exams.
According to the socio-cognitive model for validating speaking tests (O’Sullivan, 2011; O’Sullivan & Weir,2011), test developers should attend to three basic components during the test development and validation
cycle: The test taker, the test system and the scoring system. A priori validity evidence on these three aspects
has been reported in Zhou et al., 2018. To inform further test development, the present study focused onproviding a posteriori validity evidence related to the operational test.
TUFS students who took the operational test in February 2019 completed a questionnaire designed to elicit
their perceptions of BCT-S regarding test validity, testing procedure, and test prompts, and some of them
participated in follow-up interviews as well. Their responses to the questionnaire were compared to thosefrom TUFS students and high school students elicited in the a priori validation studies. A multiple-rater
study was also carried out using the operational test responses from the February 2019 administration.
Regarding perceptions of BCT-S, test takers who took the operational test showed a similar pattern touniversity and high school students in the a priori validation studies: They were in general satisfied with thetest validity and testing procedure. While it seems that test prompts used in the operational test caused lessconfusion among test takers compared to those used in the pretests, interview data indicated that some areasof the test needed further improvement. These results, along with those from Many Facet Rasch
Measurement (MFRM) analysis are reported in detail in the presentation, and the implications of thefindings for building validity argument of BCT-S and future test development are discussed.

241302, 3rd floor, 1st building Part III (13:40-14:10)
Assessing Speaking: Current Practice and Perceptions of Japanese High School English Teachers
Gordon ALLAN (British Council)
With a view to the introduction of speaking into university entrance exams in 2020, this study sought toinvestigate the construct of speaking currently taught and tested in Japanese high schools, and compare itwith high school English teachers’ perceptions of the construct of speaking tested in a computer-mediatedstandardised international test.
The introduction of performance testing to university entrance exams (UEEs) in Japan is at least partly
aimed at encouraging the teaching of speaking and writing skills (MEXT, 2014). Teachers provide the link
between the content of new tests and the proficiency outcomes sought by policy makers, so theirperceptions of what is being tested may influence these outcomes. This study focused on speaking because,
given the history of English teaching in Japan, it is likely to be the least familiar element of new UEEs formany teachers.
Data were collected in 2017 from high school teachers participating in the Leaders of English Education
Project (LEEP), a national training project created and delivered by the British Council for MEXT. As partof LEEP, all had taken the Aptis test, including a computer-mediated speaking component. Quantitative data
were collected from 40 teachers via an online survey, giving an indication of current practice andperceptions. These were supplemented by qualitative data from seven interviewees to explore the issues andunderlying thinking in greater depth.
The reported practical challenges of testing students’ speaking included test security, and the time andresources required to test a large number of students. This caused teachers to either avoid the need for
security by using presentations or group conversations as tests, or to use technology to test large numbers ofstudents simultaneously. The most frequently used criteria tended to be non-linguistic. In contrast teachers
perceived Aptis to use more directly language-related criteria. (Since speaking will almost certainly be
computer-mediated in new UEEs, Aptis was used as an example of the kind of test teachers might have toprepare students for).
These teachers perceived a difference between their current practice and the demands of the Aptis test. This
paper explores the reasons for their choices about speaking assessment, and their perceptions of what theyneed in order to adequately prepare students for the forthcoming UEE English speaking tests. The aim is toenhance understanding of the educational context into which these new tests will be introduced, andidentify support that may help to facilitate positive washback.

25

1302, 3rd floor, 1st building Part IV (14:15-14:45)
日本語聴解認知診断テスト開発のための予備調査
島田 めぐみ (日本大学)
孫 媛 (国立情報学研究所)
保坂 敏子 (日本大学)
澁川 晶 (国際基督教大学)
谷部 弘子 (東京学芸大学)
本発表では，日本語聴解認知診断テストを開発するために実施した予備調査の結果を報告する。
認知診断テスト（Cognitive Diagnostic Assessment）とは，測定対象となっている領域・分野の学習や理解に必要なアトリビュート（attribute）の習得状況を推定するテストであり，各学習者の強みや弱みを，学習支援のための情報として提供することができる。日本語聴解認知診断テストの測定対象は，CEFR（Common European Framework of Reference for Languages）の B1 レベルを目指す
日本語学習者であり，B1 レベル到達のためにどのような学習が必要かという情報を提供することを目的としている。そのため，CEFR の枠組みを参考に，12 のアトリビュートを設定した。テ
ストは，4 枝選択形式の合計 27 項目からなる。
2018 年 6 月から 9 月にかけて，
日本国内外 5 都市でテストを実施し，298 人からデータを得た。
認知診断モデルによる分析を行い，各学習者の 12 のアトリビュートの習得確率を計算した。12のアトリビュート習得確率の平均とテスト得点の相関は 0.846 であり，アトリビュート習得確率の平均が高い者はテスト得点も高いという結果であった。しかし，同じ得点を得た受験者であっても，各アトリビュートの習得確率は異なっており，このことは認知診断テストが一人ひとりの学習者に適したフィードバックを行うことができることを示唆している。
各項目の分析の結果，必要なアトリビュートを保持しているにも関わらず誤答してしまう確率（slip）と偶然にその項目に正答してしまう確率（guessing）の値が高い項目が複数観察された。
このことにより，該当項目に対するアトリビュートの特定に誤りがある，12 のアトリビュート以
外に関連するものが存在するという可能性が考えられ，アトリビュートの再検討が課題と言える。

26

1303, 3rd floor, 1st building Part I (9:25-9:55)
Filling in the Blanks: Rethinking EAP Assessment for CLIL Contexts
Richard ARBER (Kwansei Gakuin University)†Assessment practice presentation
While numerous forms of testing remain highly prevalent through language proficiency exams such as
IELTS and TOEFL, it is widely acknowledged that assessment in the EAP/ESP field is neglected both in the
production of meaningful testing frameworks and in the ‘post-proficiency exam’ stage (Schmitt &Hamp-Lyons, 2015). Organisations such as BALEAP and EALTA have tentatively produced guidelines fortest development and assessment but these remain largely tethered to the CEFR, placing little emphasis on
the research process. By extension, the role of the EAP teacher remains highly multidisciplinary and fluid in
its nature, often requiring practitioners to develop a knowledge of various research genres, delivercurriculums driven to accommodate students entering a wide range of academic fields, perform
examination roles with overly generalized criteria and supervise projects that require some expertise inresearch design. In addition to this, few EAP programmes acknowledge the importance of interdiscursive
and interdisciplinary practices in academic skills/production. As student numbers on pre-sessional courses
in the UK, the US and Australia continue to grow, there is further exigency to address these gaps. This study
looks at a pre-masters programme based in Japan that seeks to train and assess student’s academic language
and introduce the research design process suitable for postgraduate courses, allowing students to gain entry
to a select number of UK universities. The methodology for this study is threefold. Firstly, characteristics ofthe assessment criteria across both EAP and research methods are analysed for content and compared withother cases from UK universities. Secondly, samples of assessed coursework from a cohort of 43 students
will be presented in view of common assessment challenges. These samples will survey student success inareas of genre specific lexis, grammar, discourse features and ‘move’ structuring, as well as how they
produced a social science-style research project typically taught during postgraduate study in the UK.
Thirdly, by interviewing teacher-examiners on their experiences of using such assessment criteria, the study
will look at how academic staff have negotiated flaws and insufficiencies. The results of this presentation
largely support the challenges and conclusions present in the existing literature; however, this study goes
further in suggesting the research process, student-driven corpora and genre acquisition should play a muchgreater role in EAP/ESP assessment practices.

27

1303, 3rd floor, 1st building Part III (13:40-14:10)
Keeping IELTS Fit for Purpose: The Future of Learning and Assessment
Nick SAVILLE (IELTS Cambridge Assessment English)
In this session, I will give an overview of how IELTS, the International English Language Testing System is
kept relevant to the needs of stakeholders, promotes learning and incorporates new technology.
The owners of IELTS – British Council, IDP: IELTS Australia and Cambridge Assessment English – haveto ensure that the test conforms to the highest international standards of language assessment. In 2018 over
3.5 million IELTS tests were taken in over 140 countries. The test is available up to 4 times a month and up
to 48 times a year. Over 10,000 organisations recognize IELTS worldwide, and professional bodies,
immigration authorities and other government agencies. With such huge numbers comes great
responsibility because IELTS is helping millions of people each year realise their language ambitions forstudy, work or immigration, and recognising organisations and authorities rely on IELTS as a genuine proofof English language ability.
In an increasingly complex world, the future of assessment presents both challenges and opportunities.
Cambridge Assessment English conducts ongoing research to ensure that IELTS continues to be fit for
purpose and have a positive impact on test takers and users. Technological advances can help this happen.
For example, a recent study by Berry et al. (2017) compared IELTS speaking exams conducted face to faceand delivered by laptop, and found no significant difference in scores. Such findings have implications forequality of opportunity in that they may facilitate the delivery of exams to remote areas. Another current
study is using video and data collecting software to understand rater perceptions of speaking ability anddecision making. As we build greater capability with reliable automated assessment, the swifter and more
flexibly we can respond to stakeholders’ evolving assessment needs.
The affordances offered by technology as it becomes more sophisticated, supported by high quality research,
will enable us to develop a fully integrated learning and testing system to meet the evolving assessment
needs of test takers and enhance even further the positive impact of IELTS on education and society.

28

1303, 3rd floor, 1st building Part IV (14:15-14:45)
Grading the Grades: An Investigation into Classroom-based Compulsory University EFL
Assessment
Myles GROGAN (Kwansei Gakuin University)
Throughout the last two decades, there has been an increasing recognition within language assessment
literature of the unique nature of classroom-based assessment (CBA). The research presented in this session
examines the assessment of compulsory language classes in a particular Japanese university setting,
exploring the similarities and differences between CBA and larger scale assessment through the actions of
those directly involved in it. It also examines the impact this may have on institutions and policy more
broadly. Special emphasis is placed on how grade construction is influenced not only by academic content,
but by a variety of other factors both within and external to the classroom setting.
Set in a large university in Western Japan, the project began with semi-structured interviews of contract
teachers. Themes identified were then followed up with interviews with participants within the broader
university structure to see how teacher perceptions of grading converge and diverge from those providing
the mandate for the course. A third layer of interviews was conducted with general administrators to gain
further perspectives of the roles of language grades and grading against the backdrop of the university
context. Through a process of coding, memoing, and constant comparison, a broad picture of the different
components that influence the grading process in this setting was constructed.
Those involved showed a passion for education and language education, not just in terms of linguistic
ability, but also for the personal development of the students. However, the scale of the process in such alarge setting revealed a number of surprising elements. In particular, while providing academic freedom forteachers to use their own strengths, meeting expectations (both academic and pastoral) created conflict for
all concerned. Another aspect of this was the isolation of those making policy, and the difficulties ofachieving consensus with regard to student needs, pedagogy, and the ultimate role of the grade itself.
Organizational issues, both perceived and actual, were found to be impacting the grades. The presentation
closes with suggestions of a more encompassing approach to assessment literacy, in which institution andteacher are treated more equitably. In addition, suggestions for approaches to context-based research are
made, which may assist those involved in assessment to look at what grades are, how they are actuallyconstructed, and the interpretations that may be drawn from them.

291304, 3rd floor, 1st building Part I (9:25-9:55)
Investigation into Validity of Paraphrasing Task as a Writing Performance Test Item for EFL
Learners
Nan-Young JI (Korea Polytechnic University)*KELTA delegate presentation
Paraphrasing quality has proven to be highly associated with two major linguistic components: lexicalcompetence and syntactic competence (McCarthy, Guess, & McNamara, 2009). Nonetheless, few attempts
have been made to view the skill as a window through which learners’ inter-language can be estimated.
How learners manipulate sentence structures and vocabulary in retelling may represent their current level oflanguage proficiency. Therefore, with an aim to verify whether paraphrasing tasks are legitimate as awriting test item to accurately identify the learners’ productive language abilities, a correlation study was
conducted with 364 test-takers ranging from grade 7 to university freshmen. The scores the learners earned
from paraphrasing tasks were compared with those obtained from self-assessments of their English abilities
in the case of the secondary school students and from TOEIC in the case of the university students.
Paraphrase rating scales adopted in this study were developed by school teachers, considering the range of
Korean secondary students’ English proficiency. It has been revealed that paraphrasing task has the potential
as a valid writing test item as proven by statistically significant correlation coefficients between two sets ofscores.

30

1304, 3rd floor, 1st building Part II (10:00-10:30)
The Effectiveness of Peer Feedback and Writing Conference as Learning-Oriented Writing
Assessment
Yunjeong CHOI (Korea University)*KELTA delegate presentation
In second/foreign academic writing, researchers have found that peer-assessment plays a significant role inenhancing learners’ writing ability. Yet, little research addressed how learners understand and negotiate
feedback from peer-assessment in their writing process, and more importantly, how such process helps theirlearning in writing. To fill the gap, the present study examined how peer written feedback and writing
conferences influence learners’ writing practices and their satisfaction within the framework oflearning-oriented assessment. Participants were 26 Korean undergraduate students enrolled in an academic
English writing course. They were asked to provide written feedback on their peers’ work in acomputer-mediated environment for six weeks with three different writing assignments involved. Each time
the peer-assessment was followed by having a writing conference between the writer and the reviewer
where they were supposed to further interact and discuss the given feedback. Students wrote a reflection
each time and participated in an end-of-semester survey to examine the effectiveness of and theirsatisfaction on peer-assessment and writing conference. The findings and their pedagogical implications are
discussed in the context of learning-oriented writing assessment.

31

1304, 3rd floor, 1st building Part III (13:40-14:10)
The Effects of Listening Instructions Using Materials with Background Noise on EFL Learners’
Listening Abilities
Ryoko FUJITA (Juntendo University)
Background noise is a component that test developers should consider when they evaluate the cognitive
validity of language tests. According to Field (2013), language tests become less valid if a qualitative
difference between the processes assessed by the tests and conditions that test takers actually encounter inreal-life contexts is found. For example, in real-life settings, listening comprehension is associated withbackground noise.
Language learners have difficulty with listening comprehension, especially in noisy conditions, due to theirlimited linguistic knowledge (Field, 2008). Past studies suggest that foreign accents negatively affectlistening comprehension in the presence of noise, and the listening comprehension of low-proficiency
learners is more affected by background noise than that of high-proficiency learners (Hodoshima, Masuda,
Yasu, & Arai, 2009; Rogers, Dalby, & Nishi, 2004). Although past studies have examined the effects ofnoise from various points of view, such as proficiency levels or foreign accents, little is known about
listening instructions using listening materials that have noise in the background. Therefore, the aim of thecurrent study is to investigate how listening instructions using materials with background noise affect EFL
learners’ listening abilities and their perceptions about background noise.
In the study, 49 participants were assigned to either an experimental group (n = 22) or a control group (n =27). In the experimental group, the instructor used listening materials with background noise, while sheused the same listening materials without background noise in the control group. The experiment was
conducted over a 10-week period, and the listening instructions were comprised of partial dictation practice.
As pre- and post-listening tests, the participants answered listening comprehension questions with andwithout background noise. After each listening session, the participants wrote down their reflections about
their listening comprehension. A three-way analysis of covariance (ANOVA) was conducted to evaluate thelistening test results. The participants’ reflections about their listening comprehension were analyzed
qualitatively.
The test results did not show improvements in pre- and post-listening tests, and no significant interaction
was observed between two groups. However, both groups’ comprehension of the listening questions
without noise was statistically significantly higher than their comprehension of the listening questions withbackground noise. Most of the students in the experimental group commented that the background noise
bothered them. However, a few students commented that they were getting used to the background noise.
Further implications of these results will be discussed in the presentation.

32

1304, 3rd floor, 1st building Part IV (14:15-14:45)
A Validation Study of New Business Speaking Test
Keita NAKAMURA (Eiken Foundation of Japan)
Test validation has become an important part of test development because it is becoming increasingly
important for test developers to conduct validation studies to ensure the proper use of tests and theinterpretation of the results for a particular group of stakeholders (Chapelle et al., 2006).
This study presents the result of a series of studies to collect validity evidence of the newly developed
speaking test of English for business purposes. The author starts from result of 1) needs analysis and task
development, 2) trial study to check testing-time and task difficulty, 3) scale development study based onreference group, 4) concurrent validation study of the new test with other tests, and finally 5) the limitationand the implication of the study.
Based on the needs analysis, the new test was designed to have three parts, part 1, 2, and 3. In part 1, test
takers were asked to provide their job-related basic information such as what they do and likes/challenges of
their current job. In part 2, test takers were asked to read both texts and graphs and summarize the issue andgive a possible solution. In part 3, test takers were asked to read text and graphs to give their opinions to thegiven topic. Through those parts, interviewer was asked to rate test takers’ both English Language Skills(ELS) and Business Performance Skills (BPS).
A total of 39, 398, and 626 adult learners of English took part in the study 2), 3) and 4), respectively. In
study 2), each participant took the prototype task and filled in the questionnaire which asked them their
responses to the testing time, task instruction, and task difficulty. In study 3), test reliability and item-levelfactor structure of the new test were investigated using Mplus 7.4 (Muthen & Muthen, 2015). In study 4),
relationship with EIKEN and BULATS speaking were investigated in terms of correlation coefficient. In
study 3), test takers from various fields of work (e.g. IT, education, or service industry) participated in thisstudy. The test reliability was 0.99, while the correlation between the two rating criteria, Business
Performance Skills (BPS) and English Language Skills (ELS) was 0.96.
In this presentation, the details of study results would be presented and, the limitation and the implication of
the study would be discussed.

33

1305, 3rd floor, 1st building Part III(13:40-14:10)
How Japanese Students Conceptualize and Experience University Assessment
Paul WICKING (Meijo University)
Since the turn of the century there has been increasing interest in the ways that educational assessment canencourage or discourage effective learning processes. Much of this interest has centered around formative
assessment, and those practices which can promote student learning through the act of being assessed. Inorder to do that, formative assessment necessarily taps into the affective and cognitive dimensions oflearning, touching upon students’ feelings, motivations, beliefs, attitudes and conceptions surrounding
learning and assessment. The purpose of the present study is to gather and analyze Japanese students’conceptions and experiences of assessment, in order to lay the foundation for assessment practices that canbetter promote learning.
This study is mixed methods research, integrating data from both quantitative and qualitative sources.
Original data was gathered at Japanese universities via two instruments. The first was a multidimensional
self-report survey, which was administered on a volunteer sample of 613 Japanese university students, ofwhich 552 valid cases were drawn. The second data collection instrument was a narrative frame. The use ofnarrative frames for eliciting qualitative data is a method first developed by Barkhuisen and Wette (2008) to
explore university English teachers’ experiences in China. In essence, a narrative frame is a series ofsentence starters, connectives and sentence modifiers which scaffold the writer and guide him/her toconcentrate on certain features of his/her narrative story. The narrative frame data were drawn from eightintact EFL classes held in three different Japanese universities. In total, 219 students completed the narrative
frame.
Analysis of the survey results was performed with IBM SPSS version 22. To begin with, a table ofdescriptive statistics was generated. Next, a factor analysis was conducted, which revealed a 7 factor
solution to explain how these students conceived of assessment. The narrative frame data was put through aprocess of qualitative content analysis. A coding frame was first developed, following a strategy ofsubsumption, after which it was input into NVivo for Mac and then triangulated with the survey data.
The results indicate that Japanese students approach formative assessment tasks in a way that is at odds withpopular Confucian categories. Students did not seem to be highly competitive, they valued practical skill
over book knowledge, and familial obligation was not a strong factor in educational motivation. The
presentation concludes with pedagogical implications for teachers seeking to conduct formative assessmentwith Japanese students.

34

1305, 3rd floor, 1st building Part IV(14:15-14:45)
The Impact of Japanese-L1 Loanword Knowledge in Tests of English-L2 Lexical Knowledge
David ALLEN (Ochanomizu University)
From a psycholinguistic perspective, cognates are words that overlap in orthographic and/or phonologicalform and meaning across languages (e.g., heart and hart, in English and Dutch, respectively). Loanwords inJapanese that are borrowed from English (e.g., アドレス /adoresu/ ‘address’) also share some degree ofphonological form and meaning, making them cognate under the psychological definition.
In second language (L2) studies, cognates have been shown to provide an advantage over noncognates interms of response speed and accuracy, an observation referred to as the cognate facilitation effect. Thiscognate effect has been observed in many languages and in many tasks (see Dijkstra & van Heuven, 2018).
Moreover, studies with participants whose L1 differs in script from their L2, such as Japanese speakers ofEnglish, have shown comparable findings (Allen & Conklin, 2013; Miwa et al., 2014), suggesting that theoverlap in phonological form generates an observable processing advantage over noncognates.
In language assessment, there is a growing body of research demonstrating that cognates impact
participants’ accuracy on tests of lexical knowledge. These studies have investigated the cognate effect insame-script languages (e.g., Batista & Horst, 2016; Cobb, 2000; Meara, Lightbown & Halter, 1994) and indifferent-script languages (e.g., Elgort, 2013; Laufer & McLean, 2016). In this presentation, I will describe
two separate studies (Allen, 2018, 2019) which demonstrate the cognate effect with Japanese learners ofEnglish in two different tests of English receptive vocabulary knowledge, the Vocabulary Levels Test (VLT;
Schmitt, Schmitt & Clapham, 2001) and the Vocabulary Size Test (VST; Nation & Beglar, 2007).
In total, 183 L1-Japanese undergraduates took part in the studies. Whether English items had loanword
equivalents in Japanese was determined using the Balanced Corpus of Contemporary Written Japanese(NIJLL, 2013). Moreover, rather than using a simple binary classification of cognate/noncognate based onwhether a loanword exists in the corpus, L1 cognate frequency was used as a continuous predictor of
accuracy. Using generalized linear mixed effects models, the findings revealed a significant effect of L1
cognate frequency on selection accuracy in both bilingual and monolingual versions of the VST, and forboth target selection accuracy and distractor rejection accuracy in the VLT. Taken together, knowledge ofloanwords appears to support the development of English lexical knowledge.
The implications of these findings for language assessment in the Japanese context are discussed, focusing
not only on the validity of the above tests but also the validity issues that arise for standardized testing inspecific contexts.

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Parts V: 賛助会員発表 (Institutional Member Presentations) (14:50-15:20)
1301, 3rd floor, 1st building Part V (14:50-15:20)
スピーキングテスト TSST を使用した「高校生の英語スピーキング力と学習実態に関する 3 年間
追跡調査」及び「アルク語学教育研究支援制度」について
平野 琢也（株式会社アルク アルク教育総合研究所）
木下 あおい（株式会社アルク アルク教育総合研究所）
アルク教育総研では、語学教育や語学マーケットに関する調査・研究を実施しております。今回は「高校生のスピーキング力と英語学習実態に関する調査」について発表いたします。大学に入学してくる学生さんは、高校で、どのような学習を積み、どの程度のスピーキング力を身につけているのでしょうか。この疑問に答えるため、2015 年度から 3 年間に渡り、高校 3 校の協力を得て、アルクのスピーキングテスト TSST（Telephone Standard Speaking Test）を使用して高校生
275 人のスピーキング力を測定し、英語学習実態をアンケートにより調査いたしました。その結果、高校 1 年次から 3 年次にかけてスピーキング力が向上した生徒の多かった学校や、同一学校内でスピーキング力が向上した生徒は、「学習時間」や「学習内容」に一定の特徴があることが分かりました。高校生のスピーキング力の推移やその背景を調べた本調査が、大学の先生方や学会関係者の皆様の、お役に立てば幸いです。
また、2019 年に創立 50 周年を迎えたアルクでは、語学教育の研究に従事する方々を支援させていただくことで語学教育のさらなる発展に貢献したいと考え、「アルク語学教育研究支援制度」を創設いたしました。これは、研究に必要な資金や、研究にご利用いただくための教材・サービス等を提供する制度で、これから研究実績を積みたいと考えていらっしゃる研究者や大学院生の方々、現場での実践を研究発表としてまとめたいとお考えの中学・高校の先生方などにご活用いただきたいと考えております。その概要についてもお知らせいたします。

36

1302, 3rd floor, 1st building Part V (14:50-15:20)
日本語能力試験聴解「即時応答」のプロトコル調査の報告
堀川 有美 (国際交流基金日本語試験センター)
板橋 貴子 (国際交流基金日本語試験センター)
田渕 咲子 (国際交流基金日本語試験センター)「日本語能力試験」は、1984 年より日本語を母語としない人の日本語能力を測定し認定する試
験として実施されている。「聴解」試験に含まれる 3 枝選択式の「即時応答」は、2010 年の改定後に導入された問題形式の一つで、短い発話を聞き、それに対する適切な応答を即時に判断できるかどうかを問うことをねらいとしている。
妥当性検証の一環として、「即時応答」の解答行動を探るプロトコル調査を実施した。日本語
学習経験のある非日本語母語話者 45 名を対象に、一人ずつに「即時応答」の問題 2 題に解答してもらい、どのように解答したかインタビューを行った。
本発表では、誤答選択枝の選択率が想定より高かった 1 題の分析結果を報告する。インタビュ
ーのデータを、英語の聴解タスクの解答ストラテジーを分析した Ross（1997）を参考に、解答ス
トラテジーの観点から分類し、調査対象者がどのように解答していたかを分析した。
分析の結果、正答を選んだ調査対象者の多くは、音声テキストの意味を正しく理解した上で正答を選んでいたことが確認できた。逆に、誤答を選んだ調査対象者は、音声テキストの意味
を正しく理解できていなかったことが確認できた。つまり、「即時応答」の当該問題について、
聴解問題としての妥当性をプロトコル調査の面から確認できたと考えられる。
誤答を選んだ解答行動の中には、問題をほとんど聞き取れないといった理解度の低いケースもあれば、一語の聞き誤りのために意味を誤解しているケースなどもあった。聴解能力に段階があり、「即時応答」の短い音声テキストの理解においてもその段階が反映されている可能性が示唆された。

37

1303, 3rd floor, 1st building Part V (14:50-15:20)
The Impact of IELTS in Japanese Higher Education
Nick SAVILLE (IELTS Cambridge Assessment English)
This session looks at the impact of IELTS on learning in higher education in Japan. I will present findings
from a study which investigates whether IELTS exerts a positive impact on productive language skills,
study habits and motivation.
Traditional approaches in Japan have been criticised for placing too much emphasis on rote learning and notenough on skills development, with speaking skills being particularly neglected. Therefore, one of thereport’s most important washback hypotheses concerned productive skills, and whether using IELTS for
higher education in Japan might foster better learning of speaking and writing, including greater spoken
fluency and more effective interactive communication.
In the research design, about 200 undergraduate students were recruited to take IELTS as the measure oflanguage proficiency, with the test administered on two occasions to investigate learning gains. A
mixed-methods approach with survey and interviews was used to collect relevant contextual information,
including test-takers’ experiences and perceptions.
In summary, the report sheds light on the potential benefits of using IELTS – a four-skills test with anemphasis on communication skills – in a Japanese educational context. It appears that preparing for IELTS
not only provides clear goals and motivation for Japanese learners of English, but also fosters good study
habits without excessive cramming or test preparation activities (i.e. an absence of negative washback). The
report suggests that there is indeed positive washback of the kind originally suggested by the developers of
IELTS. It demonstrates that IELTS encourages Japanese students to develop their productive skills, andprovides clear evidence that they do make measurable proficiency gains.

38

1304, 3rd floor, 1st building Part V (14:50-15:20)
新 4 技能 CBT Linguaskill リンガスキルの活用報告
青山 智恵 (ケンブリッジ大学英語検定機構)
ケンブリッジ英語検定、IELTS に次ぐケンブリッジ大学英語検定機構が作問する試験で、4 技能を測ることができる「Linguaskill リンガスキル」の特長は、
「速い」
「安い」
「正しい」こと。リ
スニング＆リーディングがコンピューター適応型テスト、ライティングは AI による自動採点、スピーキングは AI と採点官によるハイブリッド・スコアリングで採点されており、日本では、
高校生を中心に活用が拡がっています。新しいテストですが、既に大学入試での活用も始まりました。
ケンブリッジが採用する Cambridge English スケールを介して、日本で展開中のケンブリッジが作問する試験（ケンブリッジ英語検定、IELTS）と比較検討できるため、目的に応じて多様な活用方法が考えられます。また、JLTA でも継続してご紹介させて頂いている Write & Improve や、
昨年末発表された Speak & Improve は繰り返し練習できる Linguaskill リンガスキルのテスト準備にぴったりの無償のセルフ・プラクティス用ツールとなっています。
実践報告として、Linguaskill リンガスキルの試験センターである学校法人河合塾のデータを引用し、離島を含めた高校生の活用実績、実際の声をご紹介します。その他、実際活用頂き、正しい試験結果にご満足頂いている事例についても、ご紹介させて頂ければと考えています。

39

4. Workshop Information（ワークショップ情報）
題目：「ベイズ統計とその外国語教育研究への応用」（日本語で実施）講 師 草薙 邦広（広島大学）
司 会 平井 明代（筑波大学）
日時：

2019 年 9 月 11 日（水） 11 時 00 分～12 時 30 分、13 時 30 分～15 時 00 分
（昼食をはさむ）
場所：
新潟青陵大学（4 号館、4108PCL 教室）
参加費： 1,000 円
定員：
30 名（申し込み順）
参加申し込み期間： 7 月 1 日（月）～9 月 4 日（水） ［先着 30 名になり次第締め切り］
参加条件： ハンズオンセミナーでは以下の計算環境を前提とします。
（a）OS Windows 7 以上のバージョン、または MacOS X 以上のバージョン、または
近年の Linux OS（b）Microsoft Excel やそれに準じる表計算ソフトウェア（c）R 3.0.0 以上のバージョン；以下からダウンロード可能（https://cran.ism.ac.jp/bin/windows/base/）（d）統計ソフトウェア JASP；以下からダウンロード可能（https://jasp-stats.org/）
目的：
1. ベイズ統計の基本を特に頻度主義との違いから理解する。
2. 従来の t 検定、分散分析、重回帰分析、相関分析といった基礎的な手法のベイズ統計的代替法を習得する。
手順：
1. 講義 1: ベイズ統計の基本
2. ハンズオンワークショップ 1: ベイズ統計を試してみる
3. ハンズオンワークショップ 2: ベイズ統計を使った外国語教育研究
4. 講義 2: より高度なモデリングへ申し込み方法：1. 定員に達するまで申し込み可能です。ワークショップを円滑に進めるため、下記 URL にアクセスし、以下の情報をご登録ください。
https://goo.gl/forms/BMsDd0XorDye7Ip13
2. 上記の申込方法で不具合がある場合はメールでの受け付けも致します。下記の情報を藤田亮子（順天堂大学）r-fujita@juntendo.ac.jp まで e-mail でご連絡ください。
(1) 氏名・所属・e メールアドレス(2) ベイズ統計に興味があるのであれば、それはどうしてか教えてください。
(3) ベイズ統計を使用して、どのような研究実践をしたいか教えてください。
(4) 講師へのご質問（希望者のみ）(5) その他、ワークショップまたは JLTA ワークショップ全体に対して何かご要望がありましたらお書きください。
（希望者のみ）【ご連絡】学会当日、学生食堂は営業しておりません。大学近隣の飲食店（3～4 店）でご食事いただくか、学内の 5
号館 1 階大学生協の売店（パンやおにぎり等を販売）や大学近隣のコンビニエンス・ストアでお買い求めいただき、6 号館の学生ホールでご飲食ください（ワークショップ会場での飲食禁止です）。

40

Workshop Information

Bayesian Statistics and its Application to Foreign Language Education Study(Conducted in Japanese)
Lecturer: Kunihiro KUSANAGI (Hiroshima University)
Chair:
Akiyo HIRAI (University of Tsukuba)
Date: September 11, 2019 (Wednesday), 11:00－12:30, 13:30－15:00 (with a 60-minute lunch break)
Venue: Niigata Seiryo University (Building #4, 4108PCL)
Attendance Fee: ¥1,000
Maximum Number of Participants: 30 (first-come, first-served basis)
Registration Period: July 1st (Mon.) – September 4th (Wed.)(The registration will be closed after the number of participants reaches the limit.)
Prerequisite: All participants must bring a computer with:（a）a later version of Windows 7 or MacOS X, or recent version of Linux OS.
（b）Microsoft Excel or other spreadsheet software.
（c）R 3.0.0 or later; downloadable from (https://cran.ism.ac.jp/bin/windows/base/)（d）statistical software JASP; downloadable from (https://jasp-stats.org/)
 Objectives
1. To understand the basics of Bayesian statistics by contrasting it with frequentism.
2. To learn Bayesian statistics as an alternative to classical statistical methods such as t test, ANOVA, multiple
regression, and correlation analysis.

1.
2.
3.
4.

Procedure
Lecture 1: Basics of Bayesian statistics
Hands-on Workshop 1: Trying Bayesian statistics
Hands-on Workshop 2: Foreign language education study using Bayesian statistics
Lecture 2: Implications for more advanced modelling How to register
1. Registration is open until the maximum capacity is reached. To facilitate the workshop process, please go to
the following website and fill in your name, affiliation, and e-mail address. Also, please answer thesequestions.
https://goo.gl/forms/BMsDd0XorDye7Ip13
2. If you cannot register using the above website, please email Ryoko FUJITA (Juntendo University) at
r-fujita@juntendo.ac.jp
Let us know the following information when you register the workshop.
(1) Your name, affiliation, and email address.
(2) Reason(s) for your interest in Bayesian statistics.
(3) Kinds of research that you would like to conduct in the future using Bayesian statistics.
(4) Questions to the instructor, if you have. (Optional)(5) Requests for this workshop, or JLTA workshops in general. (Optional)
4. NOTE: The school cafeteria is closed throughout the conference. Participants can have lunch at restaurants
near the campus, or buy foods from the CO-OP on campus or a nearby convenience store. Food and drinks
are not allowed in the workshop venue. They are only permitted at the Student Hall in the 6th building.
41

5. Conference Venue
交通アクセス (Access to the University)
To JR Niigata Station
About 2 hours by Joetsu Bullet Train from Tokyo Station. Get off at Niigata Station, the last stop.

Bus (Niigata Kotsu)
Take a bus bound for Niigata Seiryo University - Aquarium Front at the bus terminal at Bandai Exit of
Niigata Station and get off at Niigata Seiryo University Front. It takes about 20 minutes.

Or, take a Hamaura-cho Cycle (West Circulation), Bound for Seibu Eigyosho via Hamaura-cho or Boundfor Shinano-machi via Hamaura-cho bus and get off at Matsunami-cho 1-chome. It’s a 20-minute bus
ride and a 4-minute walk from the bus stop.

Train
Get off at Hakusan Station (JR Echigo Line) and walk for 15 minutes.

Car
About 40 minutes by car from Niigata Airport.

JR 新潟駅へ
東京駅より上越新幹線で約 2 時間。

JR 新潟駅万代口バスターミナルから バス利用
「浜浦町線＜新潟青陵大学前経由＞水族館前ゆき」 バスで約 20 分、新潟青陵大学前下車。
または、「浜浦町線＜浜浦町経由＞信濃町ゆき」「浜浦町線＜浜浦町経由＞西部営業所ゆき」
バスで約 20 分、松波町 1 丁目下車、徒歩 4 分。

JR 越後線 白山駅から徒歩
徒歩 15 分。

新潟空港より車
約 40 分。
42

キャンパスマップ (Campus Map)

5th Building
Univ. CO-OP

3rd Building
Cafeteria
Banquet
4th Building
Workshop43

1st BuildingMainconference

1 号館フロアマップ (1st Building Floor Map)

青陵ホール
Seiryo Hall
Keynote speech,
Symposium

1206：休憩室
Break Room

1205：家族控え室
Family Waiting
Room

企業展示 Commercial Exhibits
無料の飲み物・菓子
Complimentary refreshments

受付
Registration

44

1305

1304

1301

1302

1303

45

46

47

48

49

50

51

52

＜協賛企業・法人・団体の一覧（50 音順）＞
株式会社 アルク ＊ALC PRESS INC.
http://www.alc.co.jp/
IELTS ＊
British Council, IDP: IELTS Australia, Cambridge Assessment English
https://www.ielts.org
株式会社 エル・インターフェース ＊L-Interface
https://www.l-interface.co.jp/
VELC 研究会（事務局 株式会社 金星堂） ＊Research Group for Visualizing English Language Competency
https://www.velctest.org/index.html
ケンブリッジ大学英語検定機構 ＊Cambridge Assessment English
https://www.cambridgeenglish.org/jp

JALT TEVAL SIG (Japan Association for Language Teaching, Testing and
Evaluation Special Interest Group)https://teval.jalt.org/
ピアソン・ジャパン株式会社 ＊Pearson Japan
https://www.pearson.co.jp/
ブリティッシュ・カウンシル ＊British Council
https://www.britishcouncil.jp/exam/aptis

53

We would like to greatly acknowledge 8 companies, organizations, and groups fortheir support.
本大会にあたり以上の 8 の企業・法人・団体様より大会運営のご支援を賜りました。厚く御礼申し上げます。
Commercial Exhibits（展示協賛企業）＊
Exhibits are located in 1203 on the 2nd floor in the 1st building.
展示は、1 号館 2 階 1203 で実施いたしております。

Our special gratitude also goes to Niigata Seiryo University for making its campus
available as the venue for the 22nd Annual Conference of the Japan Language
Testing Association.
今大会の実施にあたりまして、新潟青陵大学より会場の無償提供を始め、ご支援・ご協力を賜りました。誠にありがとうございました。

The next year’s annual conference will be held at Hiroshima University in autumn
2020. The conference venue and schedule will be announced via the JLTA website
as soon as the details become available. We look forward to seeing you there.
2020 年度の日本言語テスト学会全国研究大会は、2020 (令和 2) 年秋に広島大学で行われます。詳細が決まり次第、JLTA のホームページでお知らせいたします。ご参加のほどよろしくお願いいたします。

日本言語テスト学会 (JLTA) (2019 年度) 全国研究大会発表要綱
Handbook of the 22nd Conference of the Japan Language Testing Association
発行日：2019 年 8 月 1 日
発行：日本言語テスト学会 (JLTA)
会長：渡部良典 (上智大学)
事務局：〒270-1695 千葉県印西市平賀学園台 1-1 順天堂大学
さくらキャンパス 小泉利恵研究室
TEL: 0476-98-1001 (代表)FAX: 0476-98-1011 (代表)E-mail: rie-koizumi@mwa.biglobe.ne.jp
編集：全国研究大会実行委員会
印刷：株式会社国際文献社〒162-0801 東京都新宿区山吹町358-5
TEL: 03-5937-0249
FAX: 03-3368-2822

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