| Student Name | Research Topic |
|---|---|
| Vicky Allan | Inclusive English language assessments for neurodivergent learners |
| Rizki Anandi | Assessing L2 Arabic speaking: Investigating rating scale development and use |
| John Bandman | Effects of task repetition and feedback on written performances on integrated listening-to-write tasks |
| Kim Anne Barchi | Effect of input condition on performance and perceptions on multimodal integrated speaking tasks |
| Mi-Jin Chung | Assessing second language pragmatic competence in intercultural workplace settings |
| Natalya Davidson | Multiple-text comprehension in integrated reading-to-speak test-tasks |
| Geisa Davila Perez | Investigating the use of accommodation strategies in the conversation task of the Graded Examinations in Spoken English |
| Philip Horne | Cross-cultural implications of assessing pragmatic competence in computer-based speaking tests |
| Santi Lestari | Rating scales for the integrated testing of reading-into-writing |
| Keith Menary | Language assessment literacy and the impact of learning-oriented assessment in language classrooms |
| Jennifer Morris | An ethnographic inquiry into the individual Turkish worker: Fortifying design arguments for specific purpose language assessments |
| Camilo Ramos Galvez | Diagnosing academic reading on an English as a Foreign Language teacher education degree programme |
| Jiayue Yin | Competition, War or Journey? Research on Metaphors about the Gaokao System in China on WeChat |