AALA Student Committee Webinar on May 9, 2025
Mixed-Methods Research Seminar
In this webinar, we are pleased to welcome Dr. Ping-Lin Chuang (Language Assessment Scientist, Duolingo) and Xiaoxiao Kong (Ph.D. Candidate, University of Melbourne), who will share their experiences conducting mixed-methods research in language assessment. Drawing from their respective projects, the presenters will reflect on methodological considerations, challenges, and insights gained through the integration of qualitative and quantitative approaches. Further details are below:
Mode
Date & Time
May 9 (Friday): 9:00–10:00 AM – Thailand/Vietnam
May 9 (Friday): 10:00–11:00 AM – Beijing/Singapore
May 9 (Friday): 11:00–12:00 PM – Japan/Korea
May 9 (Friday): 12:00–1:00 PM – Melbourne/Sydney
May 8 (Thursday): 10:00–11:00 PM – Pittsburgh/Toronto
Location
Speakers
Dr. Ping-Lin Chuang
Dr. Ping-Lin Chuang is a language assessment scientist at Duolingo. In the seminar, she will share her study which adopts a mixed-methods approach to investigate the cognitive processes involved in rating second language (L2) integrated argumentative writing. Forty-eight raters scored simulated test responses while their eye movements, scores, and verbal comments were collected. Verbal comments were transcribed and qualitatively coded into thematic categories. The quantitative analysis involved fitting separate generalized linear mixed models, using eye movement metrics as dependent variables and the proportion of comment topics and assigned scores as independent variables. By triangulating eyetracking data, scores, and comments, the study examines how raters' attention is linked to their evaluative decisions and demonstrates how integrating qualitative and quantitative data can offer deeper insights into writing assessment.
Xiaoxiao Kong
Xiaoxiao Kong is a Ph.D. Candidate at The University of Melbourne. Joining the seminar, she will outline her PhD research project, which investigates the workplace language and communication demands of teachers in Australia, and the appropriateness of the current practice of using the IELTS Academic for teacher registration purposes. This study adopted a sequential exploratory research design comprising five research methods conducted in three stages. While the design is predominantly qualitative-drawing on document analysis, focus groups, and interviews- it also incorporates a survey to quantify teachers' perceptions of domain task frequency and importance. Xiaoxiao Kong will present this research design in detail and share selected findings to illustrate the affordances of the predominantly qualitative research methods used. Finally, she will reflect on the advantages and limitations of conducting PhD research using mainly qualitative methods from a personal perspective.
