Sickinger Rebecca – An exploration of comparative judgement for evaluating writing performances of the Austrian Year 8 test for English as a Foreign Language (2023)

Glyn Jones – Replicating the validation of the CEFR illustrative descriptors (2023)

Noor Asbahan Shahizan – Validating a group oral task in a university entry test: Interactional competence as a target construct in an academic context (2023)

Kathrin Eberharter – An investigation into the rater cognition of novice raters and the impact of cognitive attributes when assessing speaking (2021)

Olena Rossi – Item writing skills and their development: Insights from an induction item writer training course (2021)

Salomé Villa Larenas – An investigation of the language assessment literacy of teacher educators in Chile: Knowledge, practices, learning, beliefs, and context (2020)

Franz Holzknecht – Double play in listening assessment (2020)

Anuchit Toomaneejinda – An exploratory study of expressing disagreement in ELF academic group discussion (2019)

Pucheng Wang – Investigating test-takers’ cognitive processes while completing an integrated reading-to-write task: Evidence from eye-tracking, stimulated recall and questionnaire (2018)

Theresa Weiler – Investigating the construct tested through four item types used to assess lexicogrammatical competence in English as a foreign language (2018)

Sahar Alkhelaiwi – Cognitive processes, sub-skills and strategies in academic lecture listening at a Saudi Arabian university: A needs analysis study (2017)

Doris Froetscher – An investigation into the washback of a standardized national exam on the classroom testing of reading (2017)

Charalambos Kollias – Virtual standard setting in language testing: Exploring the feasibility and appropriateness of setting cut scores in synchronous audio and audio-visual environments (2017)

Aaron Batty – The impact of visual cues on item response in video-mediated tests of foreign language listening comprehension (2017)

Anchana Rukthong – Investigating the listening construct underlying listening-to-summarize tasks (2016)

Diana Mazgutova – Linguistic and cognitive development of L2 writing during an intensive English for Academic Purposes programme (2015)

Margherita Calderon Lopez – Writing across home and school. The literacy practices and beliefs of 7 to 10 year-old Chilean children, and their relationship with writing (2015)

Zahra Al-Lawati – An investigation of the characteristics of language test specifications and item writer guidelines and their effect on item development (2014)

Karen Dunn – What makes L2 words difficult to know? Using Explanatory Item Response Theory to model the difficulty of vocabulary test items for learners of English as a Second Language (2014)

Gareth McCray – Statistical modelling of cognitive processing in reading comprehension in the context of language testing (2014)

Sharon McCulloch – Critical engagement with source material in ESL postgraduate reading to write (2014)

Paul Underwood – Japanese teachers’ beliefs and intentions regarding the teaching of English under national curriculum reforms (2014)

Giles Witton-Davies – The study of fluency and its development in monologue and dialogue (2014)

Tania Horak – An investigation into the effect of the Skills for Life Strategy on assessment and classroom practices in ESOL teaching in England (2012)

Geraldine Ludbrook – Investigating the English language needs of CLIL teachers in Italian secondary school science classrooms (2012)

Hiroko Usami – The application of corpora to language testing – Identifying and improving problematic multiple choice grammar questions in Japanese university entrance exams (2012)

Chihiro Inoue – Task parallelness: Investigating the difficulty of two spoken narrative tasks (2011)

Simon Kinzley – The impact of a university pre-sessional course on the academic writing behaviours of a group of Chinese undergraduate students studying for a degree in media and cultural studies (2011)

Sang-Bok Park – Using motivation theories to analyse students’ perceptions of an examination and their inclination to study for it (2011)

Jun-Shik Kim – Developmental patterns of Korean learners corresponding to morphosyntactic items (2010)

Mahmood Moradi – The washback effect of the specialised English test (SPE) (2010)

Yu-Hua Chen – Investigating lexical bundles across learner writing development (2009)

Junko Hondo – Constructing Knowledge in SLA: The impact of timing in form-focused intervention (2009)

Liyan Huang – Washback on teacher beliefs and behaviour: investigating the process from a social psychology perspective (2009)

Heyon Oak – Exploring EFL reading instruction in high school classrooms in Korea: the pedagogic life of the grammar translation method (2008)

R Al-Zadjali – The integrated assessment of reading and writing: Investigating test products and processes in an EFL context

Spiros Papageorgiou – Setting standards in Europe: The judges’ contribution to relating language examinations to the Common European Framework of Reference (2007)

Dina Tsagari – Investigating the washback effect of a high-stakes EFL exam in the Greek context: Participants’ perceptions, material design and classroom applications (2007)

Alistair Van Moere – Group oral tests: How does task affect candidate performance and test scores? (2007)

Philip Glover – Examination influence on how teachers teach: A study of teacher talk (2006)

Jayanti Banerjee – Interpreting and using proficiency test scores (2003)

Chieko Kawauchi – The effect of pre-task activities on L2 oral performance (2003)

Vita Kalnberzina – The interaction between affect and metacognition in language use: the case of foreign language anxiety (2002)

Antony Karl Heinz Erben – Student-teachers’ use of microteaching activity to construct sociolinguistic knowledge within a Japanese immersion initial teacher education program in Australia (2001)

G Perrin – The effect of multiple-choice foreign language tests of listening and reading on teacher behaviour and student attitudes

Rolande Parel – Lexical inferencing strategies of low proficiency second language learners (2000)

Junko Yamashita – Reading in a first and a foreign language: A study of reading comprehension in Japanese (the L1) and English (the L2) (1999)

Dianne Wall – The impact of high-stakes examinations on classroom teaching: A case study using insights from testing and innovation theory (1999)

Sayyed Mohammed Alavi – An investigation of the usefulness of rhetorical structure theory in testing reading comprehension (1997)

Yoshinori Watanabe – The washback effects of the Japanese university entrance examinations on English-classroom based research (1997)

Jo Lewkowicz – Investigating authenticity in language testing (1996)

Marian Tyacke – Dealing with cognitive diversity in language teaching and testing: A three-phase investigation of the relationships between learning style, learner behaviour and reading task performance (1996)

Frank Bonkowski – Teacher use and interpretation of textbook materials in the secondary ESL classroom in Quebec (1995)

Caroline Clapham – The effect of background knowledge on EAP reading test performance (1994)

Glenn Fulcher – The construction and validation of rating scales for oral tests in English as a Foreign Language (1993)

Alastair Allan – EFL reading comprehension test validation: Investigating aspects of process approaches (1992)

Gary Buck – The testing of second language listening comprehension (1990)

Jeanne Marie Kattan – The construction and validation of an EAP test for second year English and Nursing majors at Bethlehem University (1990)

Dejenie Leta – Achievement, washback and proficiency in school leaving examination: A case of innovation in an Ethiopian setting (1990)

Lorna Rowsell – Classroom factors pertaining to dropout among adult ESL students: A constructivist analysis (1990)

Pauline M. Rea – The relationship between grammatical abilities and aspects of communicative competence with special reference to the testing of grammar (1988)