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廖瑞騰助理教授 學術研究

專任師資

 

廖瑞騰
  • 助理教授
  • 美國愛荷華大學外國語言與英語教學博士
  • 英語教學、語言評量、混合方法研究、量性研究
  • 人文大樓五樓507室，分機：2018
  • rayliao@mail.ntou.edu.tw
  •  


研究計畫

年度 計畫別 計畫名稱 執行開始日期
113 國科會專題研究計畫 探討人工智慧在發展第二語言閱讀測驗中的潛力：AI是否能替代人類專業知識？ 2024/08/01
112 國科會專題研究計畫 探討應試策略對學生的英語學習和測驗成績的影響 2023/09/01

 

 

學術著作(依最近的排列)

(I)期刊論文

• Liao, R. J., & Lee, K. (2024). The interplay between metacognitive knowledge, L2 language proficiency, and question formats in predicting L2 reading test scores. Education Sciences, 14(4), 370.
• Yeager, R., Park, G., & Liao, R. J. (2024). Notetaking as validity evidence: A mixed-methods investigation of question preview in EAP listening assessment. Journal of English for academic purposes, 68 , 101346. (SSCI).
• Liao, R. J. T., Ohta, R., & Lee, K. (2024). The relationship between written discourse features and integrated listening-to-write scores for adolescent English language learners. Language Testing. (SSCI)
• Liao, R. J. T. (2023). The use of generalizability theory in investigating the score dependability of classroom-based L2 reading assessment. Language Testing, 40(1), 86–106. (SSCI)
• Park, G., Ye, Y., & Liao, R. J. T. (2022). How do cohesion features inform science instruction for English learners?: A comparison study of digital and printed science texts. International Journal of Science Education, 44(18), 2763–2782. (SSCI)
• Liao, R. J. T. (2021). Exploring Task-completion processes in L2 reading assessments: Multiple-choice vs. short-answer questions. Reading in a Foreign Language, 33(2), 168–190.
• Liao, R. J. T. (2021). Advancing the International Recognition of the Locally-Produced GEPT. Language Assessment Quarterly. (SSCI)
• Brennan, R. L. & Liao, J. (2020). Generalizability theory references: The first sixty years (CASMA Research Report No. 53). Iowa City, IA: University of Iowa.
• Plakans, L. M., Liao, J., & Wang, F. (2019). “I should summarize this whole paragraph”: Shared processes of reading and writing in iterative integrated assessment tasks. Assessing Writing, 40, 14–26. (SSCI)
• Plakans, L. M., Liao, J., & Wang, F. (2018). Integrated assessment research: Writing-into-reading. Language Teaching, 51(3), 430–434. (SSCI)


(II)專書論文

• Plakans, L. M., & Liao, J. (2018). Task representation. In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1–6). Hoboken, NJ: John Wiley & Sons.


(III)研討會論文

• Yeager, R. R., Park, G., & Liao, R. J. T. (2022, September). Cognitive validity and notetaking quality in listening assessment with multiple choice preview. Work-in-progress presentation at Language Assessment Research Conference (LARC). The University of Chicago, Chicago, Illinois.
• Liao, J. (2021, April). Investigating the score generalizability of classroom-based L2 reading assessment. Paper presentation at the International Conference on Applied Linguistics and Language Teaching (ALLT). (國立台灣科技大學-應用語言學暨語言教學國際研討會). National Taiwan University of Science and Technology, Taipei, Taiwan.
• Liao, J. (2021, April). The interplay between metacognitive knowledge, L2 language proficiency, and test format in predicting L2 reading performance. Paper presentation at the International Conference on Applied Linguistics and Language Teaching (AALT). (國立台灣科技大學-應用語言學暨語言教學國際研討會). National Taiwan University of Science and Technology, Taipei, Taiwan.
• Ohta, R., & Liao, J. (2020, January). Do complexity, accuracy, fluency, and vocabulary use predict integrated listening-to-write assessment scores? Paper presentation at the International Perspectives on Assessing World Languages (IPAWL). The American University in Cairo, Cairo, Egypt.
• Ohta, R. & Liao, J. (2019, March). Unpacking the textual features, vocabulary use, and source integration in integrated listening-to-write assessments for adolescent English language learners. Paper presentation at the Language Testing Research Colloquium (LTRC), Atlanta, Georgia.
• Liao, J. (2018, March). Does Test Format Matter?: Multiple-choice vs. Short-answer Questions on L2 Reading Assessments. Paper presentation at the American Association for Applied Linguistics (AAAL), Chicago, Illinois.
• Liao, J. (2017, October). Response formats: How precise are tests reflecting ESL reading comprehension? Paper presentation at the Midwest Association of Language Testers (MwALT), Dayton, Ohio.
• Liao, J. (2017, March). Effects of Test Format on Second Language Reading Performance: A Mixed Methods Study. Paper presentation at the American Association for Applied Linguistics (AAAL), Portland, Oregon.
• Plakans, L., Liao, J., & Wang, F. (2017, March). Ramping up Integration: Enhancing the Iterative Process in Integrated Skills Tasks. Paper presentation at the American Association for Applied Linguistics (AAAL), Portland, Oregon.
• Liao, J. (2016, October). Effects of Testing Format on Second Language Reading Performance. Paper presentation at the Midwest Association of Language Testers (MwALT), West Lafayette, Indiana.
• Ohta, R., Liao, J., & Kim, H. (2014, October). Examining the English Reading Section of the College Entrance Exams in East Asian Countries. Paper presentation at the Midwest Association of Language Testers (MwALT), Ann Arbor, Michigan.
• Liao, J. (2013, November). The Effectiveness of Recast on ESL Learners. Paper presentation at the Iowa Culture & Language Conference (ICLC), Iowa City, Iowa.

 

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