{"id":121,"date":"2014-06-23T16:02:07","date_gmt":"2014-06-23T16:02:07","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/ltrg\/?page_id=121"},"modified":"2025-12-04T09:30:54","modified_gmt":"2025-12-04T09:30:54","slug":"completed-phds","status":"publish","type":"page","link":"http:\/\/wp.lancs.ac.uk\/ltrg\/phd-students-research\/completed-phds\/","title":{"rendered":"Completed PhDs in Language Testing"},"content":{"rendered":"

John Bandman<\/strong> – Effects of task repetition and feedback on integrated listening-to-write performances and perceptions of English for Academic Purposes university students (2025)<\/p>\n

Camilo Ramos G\u00e1lvez<\/strong> – Diagnosing academic reading in EFL teacher education programmes in Chile: Test construction and initial validation (2025)<\/p>\n

Geisa Davila Perez<\/strong> – Investigating the use of accommodation strategies in the conversation task of the Graded Examinations in Spoken English (2025)<\/p>\n

William Agius<\/strong> – Exploring the features of language performance indicative of air traffic controllers\u2019 workplace language socialisation (2024)<\/p>\n

Myriam Iliovits<\/strong> – Language use in an English-Medium Instruction university in Lebanon: Implications for the validity of international and local English tests for admissions (2024)<\/p>\n

Yejin Jung<\/strong> – Examining L2 speakers’ expression of opinion in the Trinity Lancaster Corpus (2024)<\/p>\n

Jeanette Lim Boon Sier<\/strong> – Perceptions and use of formative and summative assessments in an ESL context (2024)<\/p>\n

Hsiao-yun Chan<\/strong> – Assessing digital literacies: An ethnographic study of teachers’ assessment literacies in the digital age (2024)<\/p>\n

Rebecca<\/strong> Sickinger – <\/strong>An exploration of comparative judgement for evaluating writing performances of the Austrian Year 8 test for English as a Foreign Language (2023)<\/p>\n

Glyn Jones<\/strong> – Replicating the validation of the CEFR illustrative descriptors (2023)<\/p>\n

Noor Asbahan Shahizan<\/strong> – Validating a group oral task in a university entry test: Interactional competence as a target construct in an academic context (2023)<\/p>\n

Kathrin Eberharter<\/strong> – An investigation into the rater cognition of novice raters and the impact of cognitive attributes when assessing speaking (2021)<\/p>\n

Olena Rossi<\/strong> – Item writing skills and their development: Insights from an induction item writer training course (2021)<\/p>\n

Salom\u00e9 Villa Larenas<\/strong> – An investigation of the language assessment literacy of teacher educators in Chile: Knowledge, practices, learning, beliefs, and context (2020)<\/p>\n

Franz Holzknecht<\/strong> – Double play in listening assessment (2020)<\/p>\n

Anuchit Toomaneejinda<\/strong> – An exploratory study of expressing disagreement in ELF academic group discussion (2019)<\/p>\n

Pucheng Wang<\/strong> –\u00a0Investigating test-takers\u2019 cognitive processes while completing an integrated reading-to-write task: Evidence from eye-tracking, stimulated recall and questionnaire (2018)<\/p>\n

Theresa Weiler<\/strong> – Investigating the construct tested through four item types used to assess lexicogrammatical competence in English as a foreign language (2018)<\/p>\n

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

Doris Froetscher<\/strong> – An investigation into the washback of a standardized national exam on the classroom testing of reading (2017)<\/p>\n

Charalambos Kollias<\/strong> – Virtual standard setting in language testing: Exploring the feasibility and appropriateness of setting cut scores in synchronous audio and audio-visual environments (2017)<\/p>\n

Aaron Batty<\/strong> – The impact of visual cues on item response in video-mediated tests of foreign language listening comprehension (2017)<\/p>\n

Anchana Rukthong<\/strong> – Investigating the listening construct underlying listening-to-summarize tasks (2016)<\/p>\n

Diana Mazgutova<\/strong> – Linguistic and cognitive development of L2 writing during an intensive English for Academic Purposes programme (2015)<\/p>\n

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

Zahra Al-Lawati<\/strong>\u00a0– An investigation of the characteristics of language test specifications and item writer guidelines and their effect on item development (2014)<\/p>\n

Karen Dunn<\/strong> – 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)<\/p>\n

Gareth McCray<\/strong> – Statistical modelling of cognitive processing in reading comprehension in the context of language testing (2014)<\/p>\n

Sharon\u00a0McCulloch<\/strong> – Critical engagement with source material in ESL postgraduate reading to write (2014)<\/p>\n

Paul Underwood<\/strong> – Japanese teachers’ beliefs and intentions regarding the teaching of English under national curriculum reforms (2014)<\/p>\n

Giles Witton-Davies<\/strong> – The study of fluency and its development in monologue and dialogue (2014)<\/p>\n

Tania Horak<\/strong> – An investigation into the effect of the Skills for Life Strategy on assessment and classroom practices in ESOL teaching in England (2012)<\/p>\n

Geraldine Ludbrook<\/strong> – Investigating the English language needs of CLIL teachers in Italian secondary school science classrooms (2012)<\/p>\n

Hiroko Usami<\/strong> – The application of corpora to language testing – Identifying and improving problematic multiple choice grammar questions in Japanese university entrance exams (2012)<\/p>\n

Chihiro Inoue<\/strong> – Task parallelness: Investigating the difficulty of two spoken narrative tasks (2011)<\/p>\n

Simon Kinzley<\/strong> – 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)<\/p>\n

Sang-Bok Park<\/strong> – Using motivation theories to analyse students’ perceptions of an examination and their inclination to study for it (2011)<\/p>\n

Jun-Shik Kim<\/strong> – Developmental patterns of Korean learners corresponding to morphosyntactic items (2010)<\/p>\n

Mahmood Moradi<\/strong> – The washback effect of the specialised English test (SPE) (2010)<\/p>\n

Yu-Hua Chen<\/strong> – Investigating lexical bundles across learner writing development (2009)<\/p>\n

Junko Hondo<\/strong> – Constructing Knowledge in SLA: The impact of timing in form-focused intervention (2009)<\/p>\n

Liyan Huang<\/strong> – Washback on teacher beliefs and behaviour: investigating the process from a social psychology perspective (2009)<\/p>\n

Heyon Oak<\/strong> – Exploring EFL reading instruction in high school classrooms in Korea: the pedagogic life of the grammar translation method (2008)<\/p>\n

R Al-Zadjali –<\/strong> The integrated assessment of reading and writing: Investigating test products and processes in an EFL context<\/p>\n

Spiros Papageorgiou<\/strong> – Setting standards in Europe: The judges’ contribution to relating language examinations to the Common European Framework of Reference (2007)<\/p>\n

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

Alistair Van Moere<\/strong> – Group oral tests: How does task affect candidate performance and test scores? (2007)<\/p>\n

Philip Glover<\/strong> – Examination influence on how teachers teach: A study of teacher talk (2006)<\/p>\n

Jayanti Banerjee<\/strong> – Interpreting and using proficiency test scores (2003)<\/p>\n

Chieko Kawauchi<\/strong> – The effect of pre-task activities on L2 oral performance (2003)<\/p>\n

Vita Kalnberzina<\/strong> – The interaction between affect and metacognition in language use: the case of foreign language anxiety (2002)<\/p>\n

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

G Perrin<\/strong> – The effect of multiple-choice foreign language tests of listening and reading on teacher behaviour and student attitudes<\/p>\n

Rolande Parel<\/strong> – Lexical inferencing strategies of low proficiency second language learners (2000)<\/p>\n

Junko Yamashita<\/strong> – Reading in a first and a foreign language: A study of reading comprehension in Japanese (the L1) and English (the L2) (1999)<\/p>\n

Dianne Wall<\/strong> – The impact of high-stakes examinations on classroom teaching: A case study using insights from testing and innovation theory (1999)<\/p>\n

Sayyed Mohammed Alavi<\/strong> – An investigation of the usefulness of rhetorical structure theory in testing reading comprehension (1997)<\/p>\n

Yoshinori Watanabe<\/strong> – The washback effects of the Japanese university entrance examinations on English-classroom based research (1997)<\/p>\n

Jo Lewkowicz<\/strong> – Investigating authenticity in language testing (1996)<\/p>\n

Marian Tyacke<\/strong> – Dealing with cognitive diversity in language teaching and testing:\u00a0A three-phase investigation of the relationships between learning style, learner behaviour and reading task performance (1996)<\/p>\n

Frank Bonkowski<\/strong> – Teacher use and interpretation of textbook materials in the secondary ESL classroom in Quebec (1995)<\/p>\n

Caroline Clapham<\/strong> – The effect of background knowledge on EAP reading test performance (1994)<\/p>\n

Glenn Fulcher<\/strong> – The construction and validation of rating scales for oral tests in English as a Foreign Language (1993)<\/p>\n

Alastair Allan<\/strong> – EFL reading comprehension test validation: Investigating aspects of process approaches (1992)<\/p>\n

Gary Buck – <\/strong>The testing of second language listening comprehension (1990)<\/p>\n

Jeanne Marie Kattan<\/strong> – The construction and validation of an EAP test for second year English and Nursing majors at Bethlehem University (1990)<\/p>\n

Dejenie Leta <\/strong>– Achievement, washback and proficiency in school leaving examination: A case of innovation in an Ethiopian setting (1990)<\/p>\n

Lorna Rowsell<\/strong> – Classroom factors pertaining to dropout among adult ESL students: A constructivist analysis (1990)<\/p>\n

Pauline M. Rea<\/strong> – The relationship between grammatical abilities and aspects of communicative competence with special reference to the testing of grammar (1988)<\/p>\n","protected":false},"excerpt":{"rendered":"

John Bandman – Effects of task repetition and feedback on integrated listening-to-write performances and perceptions of English for Academic Purposes university students (2025) Camilo Ramos G\u00e1lvez – Diagnosing academic reading in EFL teacher education programmes in Chile: Test construction and initial validation (2025) Geisa Davila Perez – Investigating the use of accommodation strategies in the […]<\/p>\n","protected":false},"author":131,"featured_media":0,"parent":17,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-121","page","type-page","status-publish","hentry","post-preview"],"_links":{"self":[{"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/121","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/users\/131"}],"replies":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/comments?post=121"}],"version-history":[{"count":40,"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/121\/revisions"}],"predecessor-version":[{"id":1728,"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/121\/revisions\/1728"}],"up":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/17"}],"wp:attachment":[{"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/media?parent=121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}