BATTY, Aaron Olaf

写真a

Affiliation

Faculty of Nursing and Medical Care (Shonan Fujisawa)

Position

Professor

External Links
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Research Areas 【 Display / hide 】

  • Humanities & Social Sciences / English linguistics

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Research Keywords 【 Display / hide 】

  • Assessment

  • Item Response Theory (IRT)

  • Language Testing

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Books 【 Display / hide 】

  • The Routledge Handbook of Second Language Acquisition and Listening

    Wagner E, Batty AO, Galaczi E, Routledge, 2024.07,  Page： 426

    　View Summary

    The Routledge Handbook of Second Language Acquisition and Listening offers a state-of-the-art, systematic discussion of the role of listening in second language acquisition (SLA) and use.

    This handbook positions listening not just as a receptive comprehension skill, but also as an integral part of interaction, a vital component in the process of language acquisition, and a skill which needs attention in its own right.

    World-leading international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, practical applications, and emerging themes in L2 listening development and processing. They illustrate the role that L2 listening ability plays in understanding SLA and interactional competence, and set the future research agenda to move the field forward.

    This volume is an indispensable resource to students, scholars, and practitioners from the fields of SLA, cognitive psychology, language teaching, and assessment, as well as those interested in pronunciation, speaking, and oral communication.

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Papers 【 Display / hide 】

  • Visual Cues And Listening

    AO Batty, R Suvorov

    The Routledge Handbook of Second Language Acquisition and Listening, 307-318  2024.07

    Part of collection (book), Joint Work, Lead author, Accepted

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    Nonverbal information has been estimated to comprise roughly 66% of the information in any human interaction. In almost all communicative interactions, sighted listeners are able to augment, contextualize, and sometimes decipher information from the verbal channel by referring to the various facial expressions, gestures, and other body movements produced by speakers. Taxonomies of nonverbal communicative behavior are numerous in the literature, but this chapter will refer to the seminal Ekman and Friesen (1969) model, which categorizes nonverbal behavior into emblems, illustrators, affect displays, regulators, and adaptors. These nonverbal cues do not just serve listeners when operating in their L1s, however. In fact, research into the impact of the presence of nonverbal information in L2 listening has almost universally found that L2 listeners’ comprehension and memory of L2 speech are clearly facilitated by its inclusion. In addition to nonverbal communicative cues, other forms of visual information, such as setting and visual aids, can have a large impact on L2 comprehension and acquisition. The chapter begins with an overview of the functions of nonverbal communicative cues and other visual information in human interaction, with explicit attention to facial expressions, gestures, and visual aids. It then reviews the studies of their impact on L2 comprehension, learning, and assessment and makes recommendations for pedagogical practice and assessment, and proposes a research agenda to fill the remaining gaps in the literature.

  • Automated Sign Language Vocabulary Assessment: Comparing Human and Machine Ratings and Studying Learner Perceptions

    F Holzknecht, S Tornay, A Battisti, AO Batty, K Tissi, T Haug, S Ebling

    Language Assessment Quarterly, 1-21  2024

  • jMetrik Guide

    AO Batty

    Shiken 27 (1), 15-29  2023

  • Challenges in rating signed production: A mixed-methods study of a Swiss German Sign Language form-recall vocabulary test

    AO Batty, T Haug, S Ebling, K Tissi, S Sidler-Miserez

    Language Testing 40 (2), 352-374 (Language Testing)  40 ( 2 ) 352 - 374 2023

    ISSN  02655322

    　View Summary

    Sign languages present particular challenges to language assessors in relation to variation in signs, weakly defined citation forms, and a general lack of standard-setting work even in long-established measures of productive sign proficiency. The present article addresses and explores these issues via a mixed-methods study of a human-rated form-recall sign vocabulary test of 98 signs for beginning adult learners of Swiss German Sign Language (DSGS), using post-test qualitative rater interviews to inform interpretation of the results of quantitative analysis of the test ratings using many-facets Rasch measurement. Significant differences between two expert raters were observed on three signs. The follow-up interview revealed disagreement on the criterion of correctness, despite the raters’ involvement in the development of the base lexicon of signs. The findings highlight the challenges of using human ratings to assess the production not only of sign language vocabulary, but of minority languages generally, and underscore the need for greater effort expended on the standardization of sign language assessment.

  • An eye-tracking study of attention to visual cues in L2 listening tests

    AO Batty

    Language Testing 38 (4), 511-535 (Language Testing)  38 ( 4 ) 511 - 535 2021.10

    ISSN  02655322

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    Nonverbal and other visual cues are well established as a critical component of human communication. Under most circumstances, visual information is available to aid in the comprehension and interpretation of spoken language. Citing these facts, many L2 assessment researchers have studied video-mediated listening tests through score comparisons with audio tests, by measuring the amount of time spent watching, and by attempting to determine examinee viewing behavior through self-reports. However, the specific visual cues to which examinees attend have heretofore not been measured objectively. The present research employs eye-tracking methodology to determine the amounts of time 12 participants viewed specific visual cues on a six-item, video-mediated L2 listening test. Seventy-two scanpath-overlaid videos of viewing behavior were manually coded for visual cues at 0.10-second intervals. Cued retrospective interviews based on eye-tracking data provided reasons for the observed behaviors. Faces were found to occupy the majority (81.74%) of visual dwell time, with participants largely splitting their time between the speaker’s eyes and mouth. Detected gesture viewing was negligible. The reason given for most viewing behavior was determining characters’ emotional states. These findings suggest that the primary difference between audio- and video-mediated L2 listening tests of conversational content is the absence or presence of facial expressions.

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Papers, etc., Registered in KOARA 【 Display / hide 】

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Reviews, Commentaries, etc. 【 Display / hide 】

  • Introduction to Second Language Acquisition and Listening

    E Wagner, AO Batty, E Galaczi

    The Routledge Handbook of Second Language Acquisition and Listening (Routledge)   2024.07

    Book review, literature introduction, etc.

  • What Next in L2 Learning, Teaching, and Assessing?

    E Galaczi, E Wagner, AO Batty

    The Routledge Handbook of Second Language Acquisition and Listening (Routledge)   2024.07

    Book review, literature introduction, etc.

  • Book review: Meaningful language test scores: Research to enhance score interpretation

    Batty AO

    Language Testing (SAGE)   2024.06

    Book review, literature introduction, etc., Single Work, Lead author

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Research Projects of Competitive Funds, etc. 【 Display / hide 】

  • An Objective Test of Communicative English Proficiency

    2012.04
    -
    2014.03

    Keio University, BATTY Aaron Olaf, JEFFREY Stewart, Grant-in-Aid for Challenging Exploratory Research, No Setting

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    The researchers developed a new test of communicative speaking proficiency, called the Objective Communicative Speaking Test (OCST). The OCST is a timed information-gap task-based test delivered via tablet computers. The OCST measures the time required for a speaker to relate a piece of information unknown to the rater, on the assumption that more traditional components of oral proficiency will contribute to time to completion. The test was administered to a sample of 86 first- (L1s) and second-language (L2s) speakers of English, and their task completion times were assigned an L1-referenced score. The data were analyzed via many-facet Rasch analysis. As hypothesized, the objective design of the test reduced rater effects, and raters could be excluded from the model. An examinee reliability coefficient of 0.88 was observed, surpassing that of most subjective tests of speaking proficiency.

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Courses Taught 【 Display / hide 】

  • SENIOR PROJECT 2

    2025

  • SENIOR PROJECT 1

    2025

  • RESEARCH IN NURSING

    2025

  • GLOBAL HEALTH NURSING 1

    2025

  • ENGLISH FOR NURSING AND MEDICAL CARE II

    2025

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