Moore Hall 555
My primary areas of interest are language assessment and instructed second language acquisition, and I seek to develop a richer interface between the two. In language assessment, I look at the fairness and interpretations of large-scale proficiency test scores as well as the utility of ‘smaller’ tests, such as local placement exams and instructionally-relevant diagnostic tests. In instructed second language acquisition, much of my work has involved the development of L2 pronunciation and language learning via technology. Although not exclusively, I do primarily quantitative research and have taken an interest in quantitative methodology in L2 research.
Areas of Expertise
- language testing and assessment
- second language pronunciation
- instructed second language acquisition
- technology in language learning
- quantitative research methods
Isbell, D., & Kremmel, B. (2020). Test review: Current options in at-home language proficiency tests for making high-stakes decisions. Language Testing. Online Advance Access. https://doi.org/10.1177%2F0265532220943483
Loewen, S., Isbell, D., & Sporn, Z. (2020). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 53(2), 209-233. https://doi.org/10.1111/flan.12454
Isbell, D., Winke, P., & Gass, S. (2019). Using the ACTFL OPIc to monitor growth in a tertiary foreign languages program. Language Testing, 36(3), 439-465. https://doi.org/10.1177%2F0265532218798139
Isbell, D., Park, O., & Lee, K. (2019). Learning Korean pronunciation: Effects of instruction, proficiency, L1, and outcome task. Journal of Second Language Pronunciation, 5(1), 13-48. https://doi.org/10.1075/jslp.17010.isb
Isbell, D. (2018). Assessing L2 pronunciation for research purposes with listener-based numerical scales. In O. Kang and A. Ginther (Eds.), Assessment in second language pronunciation (pp. 89-111). New York: Routledge.
Isbell, D. (2017). Measuring C2 writing ability on the Certificate of English Language Proficiency: Rater and examinee age effects. Assessing Writing, 34, 37-49.