Dr. Elvis Wagner explores the teaching and testing of second language oral communicative competence. Currently, his primary research focus is an examination of how second language (L2) listeners process and comprehend unscripted, spontaneous spoken language, and how this type of language differs from the scripted spoken texts learners often encounter in the L2 classroom. He has written and published widely on these issues, including his article “Video Listening Tests: What are They Measuring?”, which won the International Language Testing Association’s “Best Article in Language Testing” award in 2008. Dr. Wagner’s research informs his teaching, both in the TESOL program and in the secondary education world languages program.

Research Interests

  • Assessment
  • Bilingual/Bicultural
  • Language Comprehension/Development

Courses Taught




EDUC 0815

Language in Society


EDUC 4389

Field Experience


MGSE 4427

Curriculum and Methods of Foreign Language Education


MGSE 4428

Innovations in Foreign Language Education


MGSE 5427

Curriculum and Methods of Foreign Language Education


MGSE 5428

Innovations in Foreign Language Education


TESL 4443

Teaching English World-Wide


TESL 5615

Teaching English in a Global Context


TESL 8636

Assessment of English Language Learners


Selected Publications

  • Wagner, E. (2022). Chapter 7. L2 listening comprehension. In Understanding L2 Proficiency (pp. 213-233). John Benjamins Publishing Company. doi: 10.1075/bpa.13.07wag

  • Wagner, E., Liao, Y.F., & Wagner, S. (2021). Authenticated Spoken Texts for L2 Listening Tests. Language Assessment Quarterly, 18(3), pp. 205-227. doi: 10.1080/15434303.2020.1860057

  • Wagner, E. & Krylova, A. (2021). Temple University’s ITA Placement Test in Times of COVID-19. Language Assessment Quarterly, 18(1), pp. 12-16. doi: 10.1080/15434303.2020.1862849

  • Wagner, E. (2020). Duolingo English Test, Revised Version July 2019. Language Assessment Quarterly, 17(3), pp. 300-315. doi: 10.1080/15434303.2020.1771343

  • Wang, L. & Wagner, E. (2020). Washback of the college english test - band four on english teaching and learning in China. Journal of Asia TEFL, 17(4), pp. 1214-1235. doi: 10.18823/asiatefl.2020.

  • Liao, Y.F., Wagner, E., & Wagner, S. (2018). Test-Takers’ Attitudes and Beliefs About the Spoken Texts Used in EFL Listening Tests. English Teaching and Learning, 42(3-4), pp. 227-246. doi: 10.1007/s42321-018-0013-5

  • Ockey, G.J. & Wagner, E. (2018). Assessing L2 Listening., 50. doi: 10.1075/lllt.50

  • Wagner, E. (2018). Texts for Listening Instruction and Assessment., pp. 1-6. doi: 10.1002/9781118784235.eelt0626

  • Wagner, E. (2018). How Vocabulary Is LearnedStuart Webb and Paul Nation. Oxford, England: Oxford University Press, 2017. Pp. xii + 322. TESOL Quarterly. doi: 10.1002/tesq.479

  • Ockey, G.J. & Wagner, E. (2018). An overview of interactive listening as part of the construct of interactive and integrated oral test tasks. In Language Learning and Language Teaching, 50 (pp. 179-192). doi: 10.1075/lllt.50.c12

  • Wagner, E. & Ockey, G.J. (2018). An overview of the use of audio-visual texts on L2 listening tests. In Language Learning and Language Teaching, 50 (pp. 129-144). doi: 10.1075/lllt.50.c9

  • Ockey, G.J. & Wagner, E. (2018). An overview of the issue of using different types of speech varieties as listening inputs in L2 listening assessment. In Language Learning and Language Teaching, 50 (pp. 67-81). doi: 10.1075/lllt.50.c5

  • Wagner, E. & Ockey, G.J. (2018). An overview of the use of authentic, real-world spoken texts on L2 listening tests. In Language Learning and Language Teaching, 50 (pp. 13-28). doi: 10.1075/lllt.50.c2

  • (2018). Assessing L2 Listening: Moving Towards Authenticity. G.J. Ockey & E. Wagner (Eds.). (pp. 278-278). Amsterdam, Netherlands: John Benjamins Publishing Company. doi: 10.1075/lllt.50

  • Wagner, E. (2018). A comparison of L2 listening performance on tests with scripted or authenticated spoken texts. In Language Learning and Language Teaching, 50 (pp. 29-43). doi: 10.1075/lllt.50.03wag

  • Wagner, E. & Ockey, G.J. (2018). Conclusion. In Language Learning and Language Teaching, 50 (pp. 247-273). doi: 10.1075/lllt.50.c16

  • Ockey, G.J. & Wagner, E. (2018). Introduction. In Language Learning and Language Teaching, 50 (pp. 1-10). doi: 10.1075/lllt.50.c1

  • Wagner, E. & Toth, P.D. (2016). The role of pronunciation in the assessment of second language listening ability. In Second Language Pronunciation Assessment: Interdisciplinary Perspectives (pp. 72-92). doi: 10.21832/ISAACS6848

  • Wagner, E. (2016). Authentic Texts in the Assessment of L2 Listening Ability. In J.V. Banerjee & D. Tsagari (Eds.), Contemporary Second Language Assessment (pp. 103-123). London, England: Bloomsbury Academic. Retrieved from

  • Mahboob, A., Paltridge, B., Phakiti, A., Wagner, E., Starfield, S., Burns, A., Jones, R.H., & Costa, P.I.D.e. (2016). TESOL Quarterly Research Guidelines. TESOL Quarterly, 50(1), pp. 42-65. doi: 10.1002/tesq.288

  • Wagner, E. & Wagner, S. (2016). Scripted and Unscripted Spoken Texts Used in Listening Tasks on High-Stakes Tests in China, Japan and Taiwan. In V. Aryadoust & J. Fox (Eds.), Trends in Language Assessment Research and Practice: The View from the Middle East and the Pacific Rim (pp. 438-463). Newcastle upon Tyne, England: Cambridge Scholars. Retrieved from

  • Wagner, M.J. (2015). Survey research in applied linguistics. In B. Paltridge & A. Phakiti (Eds.), Research Methods in Applied Linguistics A Practical Resource (pp. 83-89). Bloomsbury Publishing. Retrieved from

  • Wagner, E. & Kunnan, A.J. (2015). The Duolingo English Test. Language Assessment Quarterly, 12(3), pp. 320-331. doi: 10.1080/15434303.2015.1061530

  • Wagner, E. & Toth, P.D. (2014). Teaching and Testing L2 Spanish Listening Using Scripted vs. Unscripted Texts. Foreign Language Annals, 47(3), pp. 404-422. doi: 10.1111/flan.12091

  • Wagner, E. (2014). Using Unscripted Spoken Texts in the Teaching of Second Language Listening. TESOL Journal, 5(2), pp. 288-311. doi: 10.1002/tesj.120

  • Wagner, E. (2013). Assessing Listening. In The Companion to Language Assessment (pp. 47-63). doi: 10.1002/9781118411360.wbcla094

  • Toth, P.D., Wagner, E., & Moranski, K. (2013). 'Co-constructing' explicit L2 knowledge with high school spanish learners through guided induction. Applied Linguistics, 34(3), pp. 279-303. doi: 10.1093/applin/ams049

  • Wagner, E. (2013). An investigation of how the channel of input and access to test questions affect L2 listening test performance. Language Assessment Quarterly, 10(2), pp. 178-195. doi: 10.1080/15434303.2013.769552

  • Wagner, M. & Toth, P. (2013). Building Explicit L2 Spanish Knowledge through Guided Induction in Small-Group and Whole-Class Interaction. In K. McDonough & A. Mackey (Eds.), Second Language Interaction in Diverse Educational Contexts (pp. 89-108). John Benjamins Publishing Company. Retrieved from

  • Wagner, E. (2012). Surveys. In The Encyclopedia of Applied Linguistics. doi: 10.1002/9781405198431.wbeal1129

  • Wagner, E. (2010). The effect of the use of video texts on ESL listening test-taker performance. Language Testing, 27(4), pp. 493-513. doi: 10.1177/0265532209355668

  • Wagner, E. (2010). Test-takers' interaction with an L2 video listening test. System, 38(2), pp. 280-291. doi: 10.1016/j.system.2010.01.003

  • Wagner, E. (2010). Survey Research. In Continuum Companion to Research Methods in Applied Linguistics (pp. 22-38). London, England: Continuum International Publishing Group.

  • Wagner, E. (2009). English learners left behind: standardized testing as language policy. INTERNATIONAL JOURNAL of BILINGUAL EDUCATION and BILINGUALISM, 12(6), pp. 721-725. doi: 10.1080/13670050802499662

  • Wagner, E. (2008). Video Listening Tests: What Are They Measuring? LANGUAGE ASSESSMENT QUARTERLY, 5(3), pp. 218-243. doi: 10.1080/15434300802213015

  • Wagner, E. (2007). Are they watching? Test-taker viewing behavior during an L2 video listening test. Language Learning and Technology, 11(1), pp. 67-86.

  • Wagner, M.J. Utilizing the Visual Channel: An Investigation of the Use of Video Texts on Tests of Second Language Listening Ability.