Abstract
This scoping review illuminates the self-paced reading task as a computer-based methodology for second language (L2) reading assessment. To find support for this methodology, the authors explored the research foci, language contexts, and types of self-paced reading studies over five years (2016 2021), as well as the self-paced reading task s instruments and some significant study findings for L2 research. The review also showcases the most influential self-paced reading studies in the L2 context based on the author s affiliation, research venue, and citation data. As a result, this scoping review examines possibilities and hindrances in integrating computer-based self-paced reading tasks into L2 assessment.
| Original language | English |
|---|---|
| Pages (from-to) | 368-387 |
| Number of pages | 20 |
| Journal | International Journal of Mobile Learning and Organisation |
| Volume | 17 |
| Issue number | 3 |
| Early online date | 4 Jul 2023 |
| DOIs | |
| Publication status | Published - 2023 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2023 Inderscience Enterprises Ltd.. All rights reserved.
Funding
This research is supported by the Research Cluster Fund, Establishing a Research Cluster for Promoting Artificial Intelligence in Technology-Enhanced Language Learning (AI-TELL) Research (R4118), The Education University of Hong Kong and the Hong Kong PhD Fellowship Scheme, Research Grants Council, Hong Kong.
Keywords
- computer-Assisted language assessment
- L2 assessment
- Language learning
- Learning analytics
- Performance prediction
- Reading assessment
- Scoping review
- Self-paced reading task
- Task-based learning
