BATTY, Aaron Olaf

写真a

Affiliation

Faculty of Nursing and Medical Care ( Shonan Fujisawa )

Position

Professor

External Links
Scopus Paper Info  
Paper Count: 15 Citation Count: 301 h-index: 7

Click to view the Scopus page. The data was downloaded from Scopus API in March 29, 2026, via http://api.elsevier.com and http://www.scopus.com .

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Career 【 Display / hide 】

  • 2022.04
    -
    Present

    Keio University, Faculty of Nursing and Medical Care, Professor

  • 2015.04
    -
    Present

    Lancaster University, Department of Linguistics, Master's Dissertation Supervisor

  • 2022.04
    -
    2023.03

    Kanda University of International Studies, Graduate School of Language and Linguistic Sciences, Lecturer (Part-Time)

  • 2017.04
    -
    2022.03

    Keio University, Faculty of Nursing and Medical Care, Associate Professor

  • 2017.04
    -
    2021.03

    Nagoya University of Foreign Studies, Graduate School of International Studies

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Academic Background 【 Display / hide 】

  • 2003.08
    -
    2005.05

    Colorado State University, English Department, MA in TESOL Program

    United States, Graduate School, Graduated, Master's course

  • 2012.10
    -
    2017.02

    Lancaster University, Department of Linguistics

    Graduate School, Graduated, Doctoral course

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Academic Degrees 【 Display / hide 】

  • MA (TESOL), Colorado State University, Dissertation, 2005.05

    Assessment of the depth of vocabulary knowledge and vocabulary learning strategies of Japanese university students

  • PhD (Applied Linguistics), Lancaster University, Dissertation, 2017.02

    The impact of nonverbal cues on video-mediated tests of foreign language listening comprehension

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Research Areas 【 Display / hide 】

  • Humanities & Social Sciences / Linguistics

  • Humanities & Social Sciences / English linguistics

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Research Keywords 【 Display / hide 】

  • Assessment

  • Item Response Theory (IRT)

  • Language Testing

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Research Themes 【 Display / hide 】

  • Productive sign language assessment, 

    2020.01
    -
    2024.06

  • Nonverbal communication in L2 listening, 

    2012.10
    -
    Present

  • Vocabulary assessment, 

    2002.05
    -
    Present

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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 】

  • Can we reliably score meaning recall vocabulary tests using AI? a comparison of human vs. AI scoring

    J Stewart, L Anthony, AO Batty, K Nakamura, C Nicklin, S McLean, ...

    Computer Assisted Language Learning, 1-23  2025

    ISSN  09588221

    　View Summary

    Recent years have seen increasing calls to test L2 vocabulary knowledge under a meaning recall modality (Stoeckel et al., 2021), where learners write the meaning of words in their L1, as such tests may have a closer relation to vocabulary knowledge as it relates to reading proficiency than meaning recognition multiple-choice tests (Kremmel & Schmitt, 2016). However, a drawback of meaning recall tests is that they are difficult for teachers to score, particularly if they are not fluent in learner L1s. Online tests scored by AI may mitigate this challenge because large language models (LLMs) can represent multiple languages in a single, nuanced, and context-dependent space. In this study, a 150-item meaning recall test was taken by 611 Japanese university students and scored by two native Japanese researchers and three LLMs (Llama 3B-8, GPT4o, and Gemini 1.5) to determine whether correlations, internal reliability, and mean scores between humans and LLMs were comparable. This was found to be the case for GPT4o and Gemini 1.5. In addition, a many-facet Rasch measurement was used to isolate cases where LLMs rated responses differently than humans. The findings are discussed, and recommendations are given for improving AI scoring.

  • Attention to Visual Cues in Explicit and Implicit Item Types on Video L2 Listening Tests: An Eye-Tracking Study

    AO Batty

    Language Assessment Quarterly 22 (4-5), 538-554 22 ( 4-5 ) 538 - 554 2025

    ISSN  15434303

    　View Summary

    The present article employs eye tracking methodology to investigate the influence of item type (explicit and implicit) on test-taker attention to visual cues in video L2 listening tests. The findings reveal that implicit items direct test takers’ attention toward nonverbal communicative cues related to affect more than explicit items, and that explicit items may direct more attention to illustrative gestures and objects. These findings raise questions about the construct addressed by implicit questions in multimodal video listening tests and call for careful consideration of test purpose when designing L2 listening tests.

  • 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

    　View Summary

    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

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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 】

  • A usage-based approach to understanding L2 learners’ knowledge of English affixes

    2020.04
    -
    2025.03

    Japan Society for the Promotion of Science (JSPS), Grant-in-Aid for Scientific Research C, STEWART, Jeffrey; McLEAN, Stuart; STOEKEL, Timothy; BROWN, Dale; BENNETT, Phillip; BATTY, Aaron Olaf, Research grant, Coinvestigator(s)

    　View Remarks

    447 learners were tested on the 1001 selected derivations and basewords, in addition to 330 words used as a vocabulary size measure. The first 153 learners were tested on the entire set of 1331 words in total. The remainder were tested on segments of words that were linked and equated to the main dataset under IRT.

    Analysis under Many Facet Rasch Measurement indicated that the tested affixes varied greatly in difficulty and that it is possible to track the likelihood derivations are known given learner vocabulary size, affix difficulty and mean baseword difficulty per derivation type. Additionally, in a linear regression two of the examined usage-based metrics (Affix frequency and Relative Entropy) had statistically significant contributions to predicting derivation difficulty. In addition to answering the research questions laid out for the current project, the resulting dataset will be a valuable resource for examining difficulty of English derivations for subsequent studies.

  • An Objective Test of Communicative English Proficiency

    2012.04
    -
    2014.03

    BATTY, Aaron Olaf; STEWART, Jeffrey, Grant-in-Aid for Challenging Exploratory Research, No Setting

    　View Summary

    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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Awards 【 Display / hide 】

  • SFC Faculty Award

    2023.04, Keio University

    Type of Award： Keio commendation etc.

  • Honorary Alumnus

    2023.02, Keio University

    Type of Award： Keio commendation etc.

  • 2020 Reviewer of the Year Award

    2021.04, Language Testing

    Type of Award： Honored in official journal of a scientific society, scientific journal

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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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Media Coverage 【 Display / hide 】

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