Biography
Rebecca has an MA in TESOL and Applied Linguistics from Indiana University and taught ESL for thirteen years at the University of Iowa, where she also served as placement test coordinator. She is interested in the impact of assessment and technology on cognition and learning outcomes, particularly for academic listening and notetaking.
Highlighted Publications
Yeager, R., & Martinez, A. (2024). A sow’s ear purse: Developing an integrated placement test in an under-resourced English for Academic Purposes program. Language Testing. Advance online publication. https://doi.org/10.1177/02655322251346840
Yeager, R., Park, G., & Liao, R. J. T. (2024). Notetaking as validity evidence: A mixed-methods investigation of question preview in EAP listening assessment. Journal of English for Academic Purposes, 68, 101346. https://doi.org/https://doi.org/10.1016/j.jeap.2024.101346
Yeager, R. (2024, April 1). Listening and notetaking in the 21st century. HEIS News: The Newsletter of the TESOL Higher Education Interest Section. https://my.tesol.org/news/823462
Yeager, R., and Meyer, Z. (2022). Question preview in English for academic purposes listening assessment: The effect of stem preview on difficulty, item type, and discrimination. The International Journal of Listening, 36(3). https://doi.org/10.1080/10904018.2022.2029705
Shin, S.-Y., Lidster, R., Sabraw, S., & Yeager, R. (2015). The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task. Language Teaching Research, 20(3). https://doi.org/10.1177/1362168814567888