Yo In'nami, Professor, Chuo University, Tokyo, Japan


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Research interest in applied linguistics

--Knowledge accumulation

--Knowledge sharing

--Computational reproducibility

--Statistical methods for meta-analysis


Research interests in language testing

--Test method effects on listening/reading test performance (e.g., Currie & Chiramanee, 2010; Kobayashi, 2002)

--Construct validation study of a test/instrument/questionnaire (e.g., research into factorial/structural relationships among variables; see, for example, Bae & Bachman, 2010, Johnson, 2002, Llosa, 2007, Mizumoto & Takeuchi, 2012, Sawaki, 2007, Yamashiro, 2002)

--Meta-analytic inquiry into the variability of effects (e.g., Plonsky & Gass, 2011; for data analysis techniques, see Becker, 1992, Lipsey, 1992, Shadish, 1992)

--Longitudinal measurement of change in language proficiency and program evaluation (e.g., Kozaki & Ross, 2011; Ross, 2005)

----Regression to the mean (Campbell & Kenny, 1999)

----Research design (Shadish, Cook, & Campbell, 2002)

--Secondary analysis of survey and administrative datasets

--Application of language measurement models to language test data (especially, meta-analysis and structural equation modeling)


Recent publications:

Articles (peer-reviewed)

(43) In’nami, Y., & Koizumi, R. (accepted for publication). The relationship between L2 listening and metacognitive awareness across listening tests and learner samples. International Journal of Listening. (Taylor & Francis/Routledge/Informaworld, UK & USA)

(42) In’nami, Y., Hijikata, Y., & Koizumi, R. (in press). Working memory capacity and L2 reading: A meta-analysis. Studies in Second Language Acquisition. (Cambridge University Press, UK)

(40) Koizumi, R., & In’nami, Y. (2020). Structural equating modeling of vocabulary size and depth using conventional and Bayesian methods. Frontiers in Psychology: Language Sciences: Frontiers in Language Assessment and Testing, 11:618. (Frontiers, Switzerland)

(39) Saito, K., Trofimovich, P., Abe, M., & In'nami, Y. (2020). The Dunning-Kruger effect in second language speech learning: How does self perception align with other perception over time? Learning and Individual Differences, 79, 101849. (Elsevier, the Netherlands)

(37) Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68, 709–743. (Language Learning Research Club, University of Michigan/John Wiley & Sons, USA)

(36) In’nami, Y., & Koizumi, R. (2017). Using EIKEN, TOEFL, and TOEIC to award EFL course credits in Japanese universities. Language Assessment Quarterly, 14, 274–293. [special issue] (Taylor & Francis/Routledge/Informaworld, UK & USA)

(31) In’nami, Y., & Koizumi, R. (2016). Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies. Language Testing, 33, 341–366. (SAGE Publications, UK & USA)


Books and book chapters

(17) In’nami, Y., & Murakami, A. (2020). 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. 445–456). New York: Routledge. (Both authors contributed equally to this work.)

(15) In’nami, Y., Koizumi, R., & Tomita, Y. (2020). Meta-analysis in applied linguistics. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 240–252). New York: Routledge.

(13) Barkaoui, K., & In’nami, Y. (2020). 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). New York: Routledge.

(12) In’nami, Y., & Barkaoui, K. (2020). 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). New York: Routledge.

(10) Koizumi, R., In’nami, Y., & Fukazawa, M. (2016). 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), Springer Nature. (Springer Nature, USA & Germany)


Email: innami"at"tamacc.chuo-u.ac.jp (please replace "at" with @)

Email: innami"at"mre.biglobe.ne.jp

Office: Division of English Language Education, Faculty of Science and Engineering, Chuo University, 1-13-27 Kasuga, Bunkyo-ku, Tokyo 112-8551, Japan

Last revised March 6, 2022


References

Bae, J., & Bachman, L. F. (2010). An investigation of four writing traits and two tasks across two languages. Language Testing, 27, 213–234.

Becker, B. J. (1992). Models of science achievement: Forces affecting male and female performance in school science. In T. D. Cook, H. Cooper, D. S. Cordray, H. Hartmann, L. V. Hedges, R. J. Light, T. A. Louis, & F. Mosteller (Eds.), Meta-analysis for explanation: A casebook (pp. 209–281). New York: Russel Sage Foundation.

Campbell, D. T., & Kenny, D. A. (1999). A primer on regression artifacts. New York: Guilford.

Currie, M., & Chiramanee, T. (2010). The effect of the multiple-choice item format on the measurement of knowledge of language structure. Language Testing, 27, 471–491.

Johnson, J. (2002). Construct validation of the Secondary Level English Proficiency (SLEP) test at a Japanese junior college. Unpublished doctoral dissertation, Temple University Japan. (UMI No. 3079123)

Kobayashi, M. (2002). Method effects on reading comprehension test performance: Text organization and response format. Language Testing, 19, 193–220.

Kozaki, Y., & Ross, S. J. (2011). Contextual dynamics in foreign language learning motivation. Language Learning, 61, 1328–1354.

Lipsey, M. W. (1992). Juvenile delinquency treatment: A meta-analytic inquiry into the variability of effects. In T. D. Cook, H. Cooper, D. S. Cordray, H. Hartmann, L. V. Hedges, R. J. Light, T. A. Louis, & F. Mosteller (Eds.), Meta-analysis for explanation: A casebook (pp. 83–127). New York: Russel Sage Foundation.

Llosa, L. (2007). Validating a standards-based classroom assessment of English proficiency: A multitrait-multimethod approach. Language Testing, 24, 489–515.

Mizumoto, A., & Takeuchi, O. (2012). Adaptation and validation of self-regulating capacity in vocabulary learning scale. Applied Linguistics, 33, 83–91.

Plonsky, L., & Gass, S. (2011). Quantitative research methods, study quality, and outcomes: The case of interaction research. Language Learning, 61, 325–366.

Ross, S. J. (2005). The impact of assessment method on foreign language proficiency growth. Applied Linguistics, 26, 317–342.

Sawaki, Y. (2007). Construct validation of analytic rating scales in a speaking assessment: Reporting a score profile and a composite. Language Testing, 24, 355–390.

Shadish, W. R., Jr. (1992). Do family and martial psychotherapies change what people do? A meta-analysis of behavioral outcomes. In T. D. Cook, H. Cooper, D. S. Cordray, H. Hartmann, L. V. Hedges, R. J. Light, T. A. Louis, & F. Mosteller (Eds.), Meta-analysis for explanation: A casebook (pp. 129–208). New York: Russel Sage Foundation.

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.

Yamashiro, A. D. (2002). Using structural equation modeling for construct validation of an English as a foreign language public speaking rating scale. Unpublished doctoral dissertation, Temple University Japan. (UMI No. 3057127)