Below are freely available language testing resources by Lancaster staff and postgraduate students: journal articles, OASIS summaries, doctoral theses, videos, research instruments and training materials.
Journal articles and Open Access book chapters
Sickinger, R., Brunfaut, T., & Pill, J. (2024). Comparative Judgement for evaluating young learners’ EFL writing performances: Reliability and teacher perceptions of holistic and dimension-based judgements. Language Testing. https://doi.org/10.1177/02655322241288847
Pill, J., Bandman, J., Bottini, R., Brunfaut, T., Davidson, N., Davila Perez, G., Harding, L., Jung, Y., Lestari, S., Ramos Galvez, C., & Rossi, O. (2024). Shaping a language testing curriculum: Insights from an oral history of a Masters programme. In B. Baker, & L. Taylor (Eds.), Language assessment literacy and competence: Volume 1: Research and reflections from the field (pp. 168-191). (Studies in Language Testing; Vol. 55). Cambridge University Press. https://www.cambridgeenglish.org/Images/717470-silt-volume-55.pdf
Bottini, R., & Le Foll, E. (2024). The more proficient the learners, the less sophisticated their L2 vocabulary? The curious effect of the reference corpus on mean-frequency measures of lexical sophistication. International Journal of Learner Corpus Research, https://doi.org/10.1075/ijlcr.23029.bot
Gablasova, D., Harding, L., Brezina, V., & Dunlea, J. (2024). Expressions of epistemic stance in computer-mediated L2 speaking assessment: A corpus-based approach. International Journal of Learner Corpus Research, 10(1), 183-215. https://doi.org/10.1075/ijlcr.00044.gab
Villa Larenas, S., & Brunfaut, T. (2024). How do teacher educators learn about and teach language assessment? In B. Baker, & L. Taylor (Eds.), Language assessment literacy and competence: Volume 1: Research and reflections from the field (pp. 66-87). (Studies in Language Testing; Vol. 55). Cambridge University Press. https://www.cambridgeenglish.org/Images/717470-silt-volume-55.pdf
Jung, Y., Gablasova, D., Brezina, V., & Schmück, H. (2024). Developing a coding scheme for annotating opinion statements in L2 interactive spoken English with application for language teaching and assessment. Research in Corpus Linguistics, 12(2), 146-173. http://ricl.aelinco.es/first-view/323-Article%20Text-2638-2-10-20240702.pdf
Brunfaut, T. (2023). Future challenges and opportunities in language testing and assessment: Basic questions and principles at the forefront. Language Testing, 40(1), 15-23. https://doi.org/10.1177/02655322221127896
Holzknecht, F., & Harding, L. (2023). Repeating the listening text: Effects on listener performance, metacognitive strategy use, and anxiety. TESOL Quarterly. https://doi.org/10.1002/tesq.3249
Lestari, S., & Brunfaut, T. (2023). Operationalizing the reading-into-writing construct in analytic rating scales: Effects of different approaches on rating. Language Testing, 40(3), 684-722. https://doi.org/10.1177/02655322231155561
Villa Larenas, S., & Brunfaut, T. (2023). But who trains the language teacher educator who trains the language teacher? An empirical investigation of Chilean EFL teacher educators’ language assessment literacy. Language Testing, 40(3), 463-492. https://doi.org/10.1177/02655322221134218
Harding, L., Macqueen, S., & Pill, J. (2022). Assessing communicative competence. In M. Kanwit, & M. Solon (Eds.), Communicative competence in a second language: Theory, method, and applications (pp. 187-207). (Second Language Acquisition Research Series). Routledge. https://eprints.lancs.ac.uk/id/eprint/181981/4/Harding_Macqueen_Pill_Jun-22_Author_accepted_manuscript.pdf
Iliovits, M., Harding, L., & Pill, J. (2022). Language use in an English-medium instruction university in Lebanon: Implications for the validity of international and local English tests for admissions. Journal of English-Medium Instruction, 1(2), 153-179. https://doi.org/10.1075/jemi.21009.ili
Villa Larenas, S., & Brunfaut, T. (2022). But who trains the language teacher educator who trains the language teacher? An empirical investigation of Chilean EFL teacher educators’ language assessment literacy. Language Testing. https://doi.org/10.1177/02655322221134218
Brunfaut, T., Kormos, J., Michel, M., & Ratajczak, M. (2021). Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task. Language Testing. https://doi.org/10.1177/0265532221991480
Macqueen, S., Pill, J., & Knoch, U. (2021). Trust the test: Score-user perspectives on the roles of language tests in professional registration and skilled migration. Papers in Language Testing and Assessment, 10(1), 49–69. https://www.altaanz.org/uploads/5/9/0/8/5908292/4._plta_10_1__macqueen_et_al.pdf
Suzuki, S., Kormos, J., & Uchihara, T. (2021). The relationship between utterance and perceived fluency: A meta-analysis of correlational studies. The Modern Language Journal, 105(2). https://doi.org/10.1111/modl.12706
Harding, L., Brunfaut, T., & Unger, J. (2020). Language testing in the ‘hostile environment’: The discursive construction of ‘secure English language testing’ in the United Kingdom. Applied Linguistics, 41(5), 662-687. https://doi.org/10.1093/applin/amz017
Kormos, J., Brunfaut, T., & Michel, M. (2020). Motivational factors in computer-administered integrated skills tasks: A study of young learners. Language Assessment Quarterly, 17(1), 43-59. https://doi.org/10.1080/15434303.2019.1664551
Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the Language Assessment Literacy Survey. Language Assessment Quarterly, 17(1), 100-120. https://doi.org/10.1080/15434303.2019.1674855
Rukthong, A., & Brunfaut, T. (2020). Is anybody listening? The nature of second language listening in integrated listening-to-summarize tasks. Language Testing, 37(1), 31-53. https://doi.org/10.1177/0265532219871470
Davila Pérez, G., van Splunder, F., Baten, L., Van Maele, J., & Diaz Moreno, Y. (2019). Benchmarking video presentations for CEFR usage in Cuba. Papers in Language Testing and Assessment, 8(1), 52-68. http://www.altaanz.org/uploads/5/9/0/8/5908292/8_1_s3_perez_1.pdf; https://arts.unimelb.edu.au/__data/assets/pdf_file/0006/3062922/8_1_S3_Perez_1.pdf
Kormos, J., & Ratajczak, M. (2019). Time extension and the second language reading performance of children with different first language literacy profiles. ARAG Research reports online. The British Council. https://www.britishcouncil.org/time-extension-and-second-language-reading-performance-children-different-first-language-literacy
Košak-Babuder, M., Kormos, J., Ratajczak, M., & Pižorn, K. (2019). The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners. Language Testing, 36(1), 51-75. https://doi.org/10.1177/0265532218756946
Michel, M., Kormos, J., Brunfaut, T., & Ratajczak, M. (2019). The role of working memory in young second language learners’ written performances. Journal of Second Language Writing, 45, 31-45. https://doi.org/10.1016/j.jslw.2019.03.002
Pill, J., & Harding, L. W. (2019). A most engaging scholar: Tim McNamara and the role of language testing expertise. In C. Roever, & G. Wigglesworth (Eds.), Social perspectives on language testing: Papers in honour of Tim McNamara (pp. 217-228). (Language Testing and Evaluation). Peter Lang. https://doi.org/10.3726/b15199 — Author accepted manuscript available at — https://eprints.lancs.ac.uk/id/eprint/133025/1/Pill_and_Harding_FINAL.pdf
Brunfaut, T., Harding, L., & Batty, A. O. (2018). Going online: The effect of mode of delivery on performances and perceptions on an English L2 writing test suite. Assessing Writing, 36, 3-18. https://doi.org/10.1016/j.asw.2018.02.003
McCray, G., & Brunfaut, T. (2018). Investigating the construct measured by banked gap-fill items: evidence from eye-tracking. Language Testing, 35(1), 51-73. https://doi.org/10.1177/0265532216677105
Toomaneejinda, A., & Harding, L. W. (2018). Disagreement practices in ELF academic group discussion: Verbal, non-verbal and interactional strategies. Journal of English as a Lingua Franca, 7(2), 307–332. https://doi.org/10.1515/jelf-2018-0016 — Author accepted manuscript available at https://eprints.lancs.ac.uk/id/eprint/126594/1/JELF_ToomaneejindaHarding_revised_Pure.pdf
Alderson, J. C., Brunfaut, T., & Harding, L. (2017). Bridging assessment and learning: A view from second and foreign language assessment. Assessment in Education: Principles, Policy & Practice, 24(3), 379-387. https://doi.org/10.1080/0969594X.2017.1331201 — Author accepted manuscript available at — https://eprints.lancs.ac.uk/id/eprint/86417/1/AldersonBrunfautHarding_The_view_from_language_assessment_author_accepted_manuscript.pdf
Isaacs, T., & Harding, L. (2017). Pronunciation assessment. Language Teaching, 50(3), 347-366. https://doi.org/10.1017/S0261444817000118 — Author accepted manuscript available at https://eprints.lancs.ac.uk/id/eprint/80384/1/Isaacs_Harding_forthcoming_2017_.pdf
Harding, L. W., & McNamara, T. (2017). Language assessment: The challenge of ELF. In J. Jenkins, W. Baker, & M. J. Dewey (Eds.), Routledge Handbook of English as a Lingua Franca (Routledge Handbooks in Applied Linguistics). Routledge. — Author accepted manuscript available at https://eprints.lancs.ac.uk/id/eprint/83025/1/Language_assessment_ELF_Harding_McNamara_author_accepted_manuscript_.pdf
Kremmel, B., Brunfaut, T., & Alderson, J. C. (2017). Exploring the role of phraseological knowledge in foreign language reading. Applied Linguistics, 38(6), 848-870. https://doi.org/10.1093/applin/amv070
Brunfaut, T. (2016). Looking into reading II: A follow-up study on test-takers’ cognitive processes while completing Aptis B1 reading tasks. British Council Validation Series, VS/2016/01. London: British Council. https://www.britishcouncil.org/sites/default/files/brunfaut_final_with_hyperlinks_3.pdf
Ryan, E., & Brunfaut, T. (2016). When the test developer does not speak the target language: the use of language informants in the test development process. Language Assessment Quarterly, 13(4), 393-408. https://doi.org/10.1080/15434303.2016.1236110 — Author accepted manuscript available at — https://eprints.lancs.ac.uk/id/eprint/81530/2/LAQ2016RyanBrunfaut_AuthorAcceptedManuscript.pdf
Alderson, J. C., Brunfaut, T., & Harding, L. (2015). Towards a theory of diagnosis in second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics, 36(2), 236-260. https://doi.org/10.1093/applin/amt046
Brunfaut, T., & McCray, G. (2015). Looking into test-takers’ cognitive processing whilst completing reading tasks: A mixed-methods eye-tracking and stimulated recall study. ARAGs Research Reports Online, AR/2015/01. London: British Council. ISSN 2057-5203. https://www.britishcouncil.org/sites/default/files/brunfaut_and_mccray_report_final.pdf
Brunfaut, T., & Révész, A. (2015). The role of task and listener characteristics in second language listening. TESOL Quarterly, 49(1), 141-168. https://doi.org/10.1002/tesq.168
Harding, L., Alderson, J. C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles. Language Testing, 32(3), 317-336. https://doi.org/10.1177/0265532214564505
Brunfaut, T. (2014). A lifetime of language testing: An interview with J. Charles Alderson. Language Assessment Quarterly, 11(1), 103-119. https://doi.org/10.1080/15434303.2013.869818 — Author accepted manuscript available at — https://eprints.lancs.ac.uk/id/eprint/68498/1/LAQ_TinekeBrunfaut_LSP_discussion_post_print.pdf
Brunfaut, T. (2014). Language for specific purposes: Current and future issues. Language Assessment Quarterly, 11(2), 216-225. https://doi.org/10.1080/15434303.2014.902060 — Author accepted manuscript available at — https://eprints.lancs.ac.uk/id/eprint/68496/1/TinekeBrunfaut_LifetimeLanguageTestingInterview_postprint.pdf
Harding, L. (2014). Communicative language testing: current issues and future research. Language Assessment Quarterly, 11(2), 186-197. https://doi.org/10.1080/15434303.2014.895829 — Author accepted manuscript available at — https://eprints.lancs.ac.uk/id/eprint/68239/1/Communicative_language_testing_post_print_version_.pdf
OASIS summaries
Holzknecht, F. & Harding, L. (2023). Playing the recording twice in listening tasks: How does it affect students’ scores, their use of listening strategies and test-taking strategies, and their anxiety? OASIS Summary of Holzknecht, F. & Harding, L. (2023) in TESOL Quarterly. https://oasis-database.org/concern/summaries/vx021f99h?locale=en
Kremmel, B., Harding, L., & Guggenbichler, E. (2020). A survey to detect what different groups need to know about language assessment. OASIS Summary of Kremmel, B. & Harding, L. (2020) in Language Assessment Quarterly. https://oasis-database.org/concern/summaries/dj52w484n?locale=en
McCray, G., Brunfaut, T., & Thompson-Lee, S., (2019). Gap-fills: what reading processes do they require? OASIS Summary of McCray & Brunfaut (2018) in Language Testing. https://oasis-database.org/concern/summaries/bc386j43n?locale=en
Doctoral theses
Shahizan , N. A. (2023). Validating a group oral task in a university entry test: Interactional competence as a target construct in an academic context [Doctoral dissertation, Lancaster University]. https://doi.org/10.17635/lancaster/thesis/2020
Eberharter, K. (2021). An investigation into the rater cognition of novice raters and the impact of cognitive attributes when assessing speaking [Doctoral dissertation, Lancaster University]. https://doi.org/10.17635/lancaster/thesis/1378
Rossi, O. (2021). Item writing skills and their development: Insights from an induction item writer training course [Doctoral dissertation, Lancaster University]. https://eprints.lancs.ac.uk/id/eprint/152813/
Holzknecht, F. (2019). Double play in listening assessment [Doctoral dissertation, Lancaster University]. https://eprints.lancs.ac.uk/id/eprint/139699/1/2019holzknechtphd.pdf
Toomaneejinda, A. (2019). An exploratory study of expressing disagreement in ELF academic group discussion [Doctoral dissertation, Lancaster University]. https://doi.org/10.17635/lancaster/thesis/386
Alkhelaiwi, S. (2017). Cognitive processes, sub-skills and strategies in academic lecture listening at a Saudi Arabian university: A needs analysis study [Doctoral dissertation, Lancaster University]. https://doi.org/10.17635/lancaster/thesis/110
Batty, A. O. (2017). The impact of visual cues on item response in video-mediated tests of foreign language listening comprehension [Doctoral dissertation, Lancaster University]. https://eprints.lancs.ac.uk/id/eprint/84467/
Rukthong, A. (2015). Investigating the listening construct underlying listening-to-summarize tasks [Doctoral dissertation, Lancaster University]. https://eprints.lancs.ac.uk/id/eprint/133508/1/11003590.pdf
Horak, T. (2011). An investigation into the effect of the Skills for Life Strategy on assessment and classroom practices in ESOL teaching in England [Doctoral dissertation, Lancaster University]. https://core.ac.uk/download/pdf/96678597.pdf
Inoue, C. (2011). Task parallelness: Investigating the difficulty of two spoken narrative tasks [Doctoral dissertation, Lancaster University]. https://eprints.lancs.ac.uk/id/eprint/133463/1/11003598.pdf
Moradi, M. (2010). The washback effect of the specialised English test (SPE) [Doctoral dissertation, Lancaster University]. https://eprints.lancs.ac.uk/id/eprint/133394/1/11003497.pdf
Kalnberzina, V. (2002). The interaction between affect and metacognition in language use: the case of foreign language anxiety [Doctoral dissertation, Lancaster University]. https://eprints.lancs.ac.uk/id/eprint/133504/1/11003620.pdf
Videos
Multimodal classrooms: How can we design multimodal assessment tasks? Brunfaut, T. & Kormos, J. Webinar for Teaching English, British Council, Aug 2024: https://www.facebook.com/share/v/vxYzwXXi3sQhycVs/ Free materials: https://osf.io/xude7/
A practical introduction to China’s Standards of English Language Ability, Pill, J. Talk for the British Association for Applied Linguistics Testing, Evaluation and Assessment Special Interest Group (BAAL TEASIG), April 2023: https://www.youtube.com/watch?v=nSD5YbeJEjc
Back to basics to be fit for the digital age: Reflecting on advancements, opportunities and challenges in technology-enhanced assessment, Brunfaut, T. Keynote talk at the Association of Language Testers in Europe (ALTE) Conference, Madrid, Spain, April 2023: https://www.youtube.com/watch?v=D0wOlmLvrHY
Key considerations for investigating accessibility arrangements for test-takers with specific learning difficulties, Kormos., J. Talk given at the EALTA Equality Diversity and Inclusion Special Interest Group meeting, January 2023: https://www.youtube.com/watch?v=Uq3Pel3NxIg
Interviews about Viewpoints on opportunities and challenges for the language testing community on the 40th anniversary of the journal Language Testing, Brunfaut, T., Burton, D., Ginther, A., Taylor, L., & Suvorov, R. Language Testing Bytes, Vodcast #36, December 2022: https://www.youtube.com/watch?v=_R2vbpPfcF4
English as a Lingua Franca in Language Assessment – Where are we now? Harding, L. Talk given as part of the Duolingo English Test “Innovations in Language Assessment” virtual webinar series, September 2022: https://www.youtube.com/watch?v=p095NhtDb-8&t=4363s
Current ESP testing for health professionals: a tentative diagnosis, Pill, J. Keynote talk at the British Association for Applied Linguistics Testing, Evaluation and Assessment Special Interest Group (BAAL TEASIG) Conference, London, UK, June 2022: https://www.youtube.com/watch?v=GgoWBgIXpaI
An interview with Vahid Aryadoust on Rasch measurement for questionnaire construction, Bottini, R., Lestari, S.B., & Vahid Aryadoust. Online interview for “Quantitative methods for social sciences” funded through a Collaborative Innovative Grant by Methods North West, May 2022: https://www.youtube.com/watch?v=B-__2rtDZ-E
Language Assessment: Current Trends, Future Challenges – SALT Virtual Lecture Series, Harding, L. Talk given at Teachers College, Columbia University, January 2021: https://www.youtube.com/watch?v=UljPM8H9ywI
In conversation with Tineke Brunfaut: The Language Testing Forum in the 2010s, Brunfaut, T., Lestari, S. B., & Ramos, C. November 2020: watch from 32:45 – https://www.youtube.com/watch?v=1ScMg5ONMQk
Technology, Values, Ethics and Consequences: From Innovation to Impact in Language Assessment, Harding, L. Talk given at New Directions East Asia conference, November 2020: https://www.youtube.com/watch?v=7TzVYEWAntk&t=27s
World Englishes and English as a Lingua Franca: Implications for the spread of English, Harding, L. Talk given as part of the “Speaking of Variation” series of webinars hosted by LAEL, June 2020: https://www.youtube.com/watch?v=JCU79H7WOP4
English as a Lingua Franca and Language Assessment: Challenges and Opportunities, Harding, L. Talk given at Georgetown University, October 2018: https://www.youtube.com/watch?v=zBSpYDkqOf4
Research instruments
Multimodal integrated tasks (Brunfaut, T. & Kormos, J.)
Language Assessment Literacy survey (Kremmel, B. & Harding, L.)
Training materials
Multimodal integrated tasks – A set of six tasks, and accompanying specifications, rating scales and crib sheets byTineke Brunfaut and Judit Kormos, for use in English-L2 classrooms
Item writing for language testing – Olena Rossi’s website contains practical guides, presentations and worksheets on language test development and item writing