{"id":1230,"date":"2021-03-10T14:26:07","date_gmt":"2021-03-10T14:26:07","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/ltrg\/?page_id=1230"},"modified":"2026-01-07T09:59:09","modified_gmt":"2026-01-07T09:59:09","slug":"open-access-resources-in-language-testing","status":"publish","type":"page","link":"http:\/\/wp.lancs.ac.uk\/ltrg\/open-access-resources-in-language-testing\/","title":{"rendered":"Open Access resources in language testing"},"content":{"rendered":"

Below are freely available<\/strong> language testing resources by Lancaster staff and postgraduate students: journal articles<\/a>, OASIS summaries<\/a>, doctoral theses<\/a>, videos<\/a>, research instruments<\/a> and training materials<\/a>.<\/p>\n

<\/a>Journal articles and Open Access book chapters<\/strong><\/h3>\n

Brunfaut, T., & Kormos, J. (2025). Assessing multimodal viewing-to-write constructs: Task design, performance, processing, and rating. Language Assessment Quarterly, 22<\/em>(4-5), 429-459. https:\/\/doi.org\/10.1080\/15434303.2025.2596374<\/a><\/p>\n

Gablasova, D., Harding, L., Brezina, V., Hazelhurst, E. T., O’Sullivan, B., & Spiby, R. (2025).\u00a0Evaluating chatbot authenticity in simulations of spoken interaction: Demonstrating the utility of corpus-based methods for development and validation. OSF Preprints<\/em>. https:\/\/doi.org\/10.31219\/osf.io\/k7j4h_v1<\/a><\/p>\n

Harding, L. (2025). Utopian and dystopian visions: Steering a course for the responsible use of artificial intelligence (AI) in language testing and assessment. Language Testing<\/em>, 42<\/em>(4), 561-575. https:\/\/doi.org\/10.1177\/02655322251350717<\/a><\/p>\n

Harding, L., Brunfaut, T., Huhta, A., & Kremmel, B. (2025). Conceptualising DIALANG 2.0: Is there a role for mediation in a theory-driven approach to computer-based diagnostic language assessment? In D. Leontjev, M.E. Poehner and A. Huhta (Eds.), Dynamic and diagnostic language assessment: Learning across frameworks to support second\/foreign language education<\/em> (pp. 237-264). De Gruyter Mouton. https:\/\/doi.org\/10.1515\/9783111233918-010<\/a><\/p>\n

Kormos, J.\u00a0(2025).\u00a0The role of first language skills, working memory, and anxiety in second language reading: Implications for assessment of language learners with specific learning differences. Studies in Second Language Acquisition.<\/em>\u00a0https:\/\/doi.org\/10.1017\/S0272263125101010<\/a><\/u><\/p>\n

Pill, J., Frost, K., & Macqueen, S. (2025). Fairness and justice in language testing: The challenge of Tim McNamara\u2019s legacy [Editorial for Virtual Special Issue]. Language Testing, 42<\/em>(1), 124\u2013134. https:\/\/doi.org\/10.1177\/02655322241277268<\/a><\/u><\/p>\n

Pill, J., & Sheehan, S. (2025). An investigation of the language assessment interests and needs of professional registration bodies in the UK: An unconsidered perspective?<\/em>\u00a0IELTS Research Reports Online Series, 2025\/4. British Council, IDP IELTS, and Cambridge University Press & Assessment. https:\/\/ielts.org\/researchers\/our-research\/research-reports\/an-investigation-of-the-language-assessment-interests-and-needs-of-professional-registration-bodies-in-the-uk-an-unconsidered-perspective<\/a><\/u><\/p>\n

Rossi, O., Brunfaut, T., & Harding, L. (2025). What makes item-writing training useful? Learning from trainee perceptions on an online item-writing course for language testing. Studies in Language Assessment, 14<\/em>(1), 212-246. https:\/\/doi.org\/10.58379\/DIJZ6182<\/a><\/p>\n

Rossi, O, & Montcada, J. M. (2025). Generating multiple-choice items for a B2 English reading test with GPT-4: targeting higher-order cognitive processing. Preprint. <\/em>https:\/\/doi.org\/10.35542\/osf.io\/qjfpb_v1<\/a><\/u><\/p>\n

Sickinger, R., Pill, J., & Brunfaut, T. (2025). Exploring the scoring validity of holistic and dimension-based Comparative Judgements of young learners\u2019 EFL writing. Assessing Writing<\/em>, 66 <\/em>(100986). https:\/\/doi.org\/10.1016\/j.asw.2025.100986<\/a><\/p>\n

Sickinger, R., Brunfaut, T., & Pill, J. (2025). Comparative Judgement for evaluating young learners\u2019 EFL writing performances: Reliability and teacher perceptions of holistic and dimension-based judgements. Language Testing, 42<\/em>(2), 137-166. https:\/\/doi.org\/10.1177\/02655322241288847<\/a><\/p>\n

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<\/em>, https:\/\/doi.org\/10.1075\/ijlcr.23029.bot<\/a><\/p>\n

Gablasova, D., Harding, L., Bottini, R., Brezina, V., Ren, H. S., Iamartino, G., … & Zottola, A. (2024). Building a corpus of student academic writing in EMI contexts: Challenges in corpus design and data collection across international higher education settings. Research Methods in Applied Linguistics<\/em>, 3<\/em>(3), 100140. https:\/\/doi.org\/10.1016\/j.rmal.2024.100140<\/a><\/p>\n

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<\/em>(1), 183-215. https:\/\/doi.org\/10.1075\/ijlcr.00044.gab<\/a><\/p>\n

Jung, Y., Gablasova, D., Brezina, V., & Schm\u00fcck, 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<\/em>(2), 146-173. http:\/\/ricl.aelinco.es\/first-view\/323-Article%20Text-2638-2-10-20240702.pdf<\/a><\/p>\n

Pill, J., Bandman, J., Bottini, R., Brunfaut, T., Davidson, N., Davila Perez, G., Harding, L., Jung, Y., Lestari, S., Ramos Galvez, C., & Rossi, O.\u00a0(2024).\u00a0Shaping a language testing curriculum: Insights from an oral history of a Masters programme. In B. Baker, & L. Taylor (Eds.),\u00a0Language assessment literacy and competence: Volume 1: Research and reflections from the field\u00a0<\/em>(pp. 168-191). (Studies in Language Testing; Vol. 55). Cambridge University Press.\u00a0https:\/\/www.cambridgeenglish.org\/Images\/717470-silt-volume-55.pdf<\/a><\/p>\n

Villa Larenas, S., & Brunfaut, T.\u00a0(2024).\u00a0How do teacher educators learn about and teach language assessment?\u00a0In B. Baker, & L. Taylor (Eds.),\u00a0Language assessment literacy and competence: Volume 1: Research and reflections from the field\u00a0<\/em>(pp. 66-87). (Studies in Language Testing; Vol. 55). Cambridge University Press.\u00a0https:\/\/www.cambridgeenglish.org\/Images\/717470-silt-volume-55.pdf<\/a><\/p>\n

Brunfaut, T. (2023). Future challenges and opportunities in language testing and assessment: Basic questions and principles at the forefront. Language Testing, 40<\/em>(1), 15-23. https:\/\/doi.org\/10.1177\/02655322221127896<\/a><\/p>\n

Holzknecht, F., & Harding, L. (2023). Repeating the listening text: Effects on listener performance, metacognitive strategy use, and anxiety. TESOL Quarterly<\/em>. https:\/\/doi.org\/10.1002\/tesq.3249<\/a><\/p>\n

Lestari, S., & Brunfaut, T. (2023). Operationalizing the reading-into-writing construct in analytic rating scales: Effects of different approaches on rating. Language Testing<\/em>, 40<\/em>(3), 684-722. https:\/\/doi.org\/10.1177\/02655322231155561<\/a><\/p>\n

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\u2019 language assessment literacy. Language Testing, 40<\/em>(3), 463-492. https:\/\/doi.org\/10.1177\/02655322221134218<\/a><\/p>\n

Harding, L., Macqueen, S., & Pill, J. (2022). Assessing communicative competence. In M. Kanwit, & M. Solon (Eds.),\u00a0Communicative competence in a second language: Theory, method, and applications<\/em>\u00a0(pp. 187-207). (Second Language Acquisition Research Series). Routledge.\u00a0https:\/\/eprints.lancs.ac.uk\/id\/eprint\/181981\/4\/Harding_Macqueen_Pill_Jun-22_Author_accepted_manuscript.pdf<\/a><\/p>\n

Iliovits, M., Harding, L., & Pill, J. (2022).\u00a0Language use in an English-medium instruction university in Lebanon: Implications for the validity of international and local English tests for admissions.\u00a0Journal of English-Medium Instruction, 1<\/em>(2), 153-179.\u00a0https:\/\/doi.org\/10.1075\/jemi.21009.ili<\/a><\/p>\n

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\u2019 language assessment literacy. Language Testing<\/em>. https:\/\/doi.org\/10.1177\/02655322221134218<\/a><\/p>\n

Brunfaut, T., Kormos, J., Michel, M., & Ratajczak, M. (2021). Testing young foreign language learners\u2019 reading comprehension: Exploring the effects of working memory, grade level, and reading task. Language Testing<\/em>. https:\/\/doi.org\/10.1177\/0265532221991480<\/a><\/p>\n

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<\/em>(1), 49\u201369.\u00a0https:\/\/www.altaanz.org\/uploads\/5\/9\/0\/8\/5908292\/4._plta_10_1__macqueen_et_al.pdf<\/a><\/p>\n

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<\/em>(2). https:\/\/doi.org\/10.1111\/modl.12706<\/a><\/p>\n

Harding, L., Brunfaut, T., & Unger, J. (2020). Language testing in the \u2018hostile environment\u2019: The discursive construction of \u2018secure English language testing\u2019 in the United Kingdom. Applied Linguistics<\/em>, 41<\/em>(5), 662-687. https:\/\/doi.org\/10.1093\/applin\/amz017<\/a><\/p>\n

Kormos, J., Brunfaut, T., & Michel, M. (2020). Motivational factors in computer-administered integrated skills tasks: A study of young learners. Language Assessment Quarterly<\/em>, 17<\/em>(1), 43-59. https:\/\/doi.org\/10.1080\/15434303.2019.1664551<\/a><\/p>\n

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<\/em>(1), 100-120. https:\/\/doi.org\/10.1080\/15434303.2019.1674855<\/a><\/p>\n

Rukthong, A., & Brunfaut, T. (2020). Is anybody listening? The nature of second language listening in integrated listening-to-summarize tasks. Language Testing, 37<\/em>(1), 31-53. https:\/\/doi.org\/10.1177\/0265532219871470<\/a><\/p>\n

Davila P\u00e9rez, G., van Splunder, F., Baten, L., Van Maele, J., & Diaz Moreno, Y. (2019). Benchmarking video presentations for CEFR usage in Cuba.\u00a0Papers in Language Testing and Assessment,\u00a08<\/em>(1), 52-68. http:\/\/www.altaanz.org\/uploads\/5\/9\/0\/8\/5908292\/8_1_s3_perez_1.pdf<\/a>; https:\/\/arts.unimelb.edu.au\/__data\/assets\/pdf_file\/0006\/3062922\/8_1_S3_Perez_1.pdf<\/a><\/p>\n

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<\/em>. The British Council. https:\/\/www.britishcouncil.org\/time-extension-and-second-language-reading-performance-children-different-first-language-literacy<\/a><\/p>\n

Ko\u0161ak-Babuder, M., Kormos, J., Ratajczak, M., & Pi\u017eorn, K. (2019). The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners. Language Testing<\/em>, 36<\/em>(1), 51-75. https:\/\/doi.org\/10.1177\/0265532218756946<\/a><\/p>\n

Michel, M., Kormos, J., Brunfaut, T., & Ratajczak, M. (2019). The role of working memory in young second language learners\u2019 written performances. Journal of Second Language Writing, 45<\/em>, 31-45. https:\/\/doi.org\/10.1016\/j.jslw.2019.03.002<\/a><\/p>\n

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 <\/em>(pp. 217-228). (Language Testing and Evaluation). Peter Lang. https:\/\/doi.org\/10.3726\/b15199 <\/a>— Author accepted manuscript available at — https:\/\/eprints.lancs.ac.uk\/id\/eprint\/133025\/1\/Pill_and_Harding_FINAL.pdf<\/a><\/p>\n

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.\u00a0Assessing Writing, 36, <\/em>3-18.\u00a0https:\/\/doi.org\/10.1016\/j.asw.2018.02.003<\/a><\/p>\n

McCray, G., & Brunfaut, T. (2018). Investigating the construct measured by banked gap-fill items: evidence from eye-tracking. Language Testing, 35<\/em>(1), 51-73. https:\/\/doi.org\/10.1177\/0265532216677105<\/a><\/p>\n

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<\/em>(2), 307\u2013332. https:\/\/doi.org\/10.1515\/jelf-2018-0016<\/a> — Author accepted manuscript available at https:\/\/eprints.lancs.ac.uk\/id\/eprint\/126594\/1\/JELF_ToomaneejindaHarding_revised_Pure.pdf<\/a><\/p>\n

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<\/em>(3), 379-387. https:\/\/doi.org\/10.1080\/0969594X.2017.1331201<\/a> — Author accepted manuscript available at — https:\/\/eprints.lancs.ac.uk\/id\/eprint\/86417\/1\/AldersonBrunfautHarding_The_view_from_language_assessment_author_accepted_manuscript.pdf<\/a><\/p>\n

Isaacs, T., & Harding, L. (2017). Pronunciation assessment. Language Teaching, 50(3), 347-366. https:\/\/doi.org\/10.1017\/S0261444817000118<\/a> — Author accepted manuscript available at https:\/\/eprints.lancs.ac.uk\/id\/eprint\/80384\/1\/Isaacs_Harding_forthcoming_2017_.pdf<\/a><\/p>\n

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<\/em> (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<\/a><\/p>\n

Kremmel, B., Brunfaut, T., & Alderson, J. C. (2017). Exploring the role of phraseological knowledge in foreign language reading. Applied Linguistics, 38<\/em>(6), 848-870. https:\/\/doi.org\/10.1093\/applin\/amv070<\/a><\/p>\n

Brunfaut, T. (2016). Looking into reading II:<\/em> A follow-up study on test-takers\u2019 cognitive processes while completing Aptis B1 reading tasks<\/em>. British Council Validation Series, VS\/2016\/01. London: British Council. https:\/\/www.britishcouncil.org\/sites\/default\/files\/brunfaut_final_with_hyperlinks_3.pdf<\/a><\/p>\n

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,<\/em> 13<\/em>(4), 393-408. https:\/\/doi.org\/10.1080\/15434303.2016.1236110<\/a> — Author accepted manuscript available at — https:\/\/eprints.lancs.ac.uk\/id\/eprint\/81530\/2\/LAQ2016RyanBrunfaut_AuthorAcceptedManuscript.pdf<\/a><\/p>\n

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.\u00a0Applied Linguistics,<\/em>\u00a036<\/em>(2), 236-260. https:\/\/doi.org\/10.1093\/applin\/amt046<\/a><\/p>\n

Brunfaut, T., & McCray, G. (2015). Looking into test-takers\u2019 cognitive processing whilst completing reading tasks: A mixed-methods eye-tracking and stimulated recall study<\/em>. 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<\/a><\/p>\n

Brunfaut, T., & R\u00e9v\u00e9sz, A. (2015). The role of task and listener characteristics in second language listening.\u00a0TESOL Quarterly,<\/em> 49<\/em>(1), 141-168. https:\/\/doi.org\/10.1002\/tesq.168<\/a><\/p>\n

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,<\/em> 32<\/em>(3), 317-336. https:\/\/doi.org\/10.1177\/0265532214564505<\/a><\/p>\n

Brunfaut, T. (2014). A lifetime of language testing: An interview with J. Charles Alderson.\u00a0Language Assessment Quarterly,<\/em>\u00a011<\/em>(1), 103-119. https:\/\/doi.org\/10.1080\/15434303.2013.869818<\/a> — Author accepted manuscript available at — https:\/\/eprints.lancs.ac.uk\/id\/eprint\/68498\/1\/LAQ_TinekeBrunfaut_LSP_discussion_post_print.pdf<\/a><\/p>\n

Brunfaut, T. (2014). Language for specific purposes: Current and future issues.\u00a0Language Assessment Quarterly,<\/em>\u00a011<\/em>(2), 216-225. https:\/\/doi.org\/10.1080\/15434303.2014.902060<\/a> — Author accepted manuscript available at — https:\/\/eprints.lancs.ac.uk\/id\/eprint\/68496\/1\/TinekeBrunfaut_LifetimeLanguageTestingInterview_postprint.pdf<\/a><\/p>\n

Harding, L. (2014). Communicative language testing: current issues and future research. Language Assessment Quarterly, 11<\/em>(2), 186-197. https:\/\/doi.org\/10.1080\/15434303.2014.895829<\/a> — Author accepted manuscript available at — https:\/\/eprints.lancs.ac.uk\/id\/eprint\/68239\/1\/Communicative_language_testing_post_print_version_.pdf<\/a><\/p>\n

<\/a>OASIS summaries<\/strong><\/h3>\n

Holzknecht, F. & Harding, L. (2023). Playing the recording twice in listening tasks: How does it affect students\u2019 scores, their use of listening strategies and test-taking strategies, and their anxiety? OASIS Summary<\/em> of Holzknecht, F. & Harding, L. (2023) in TESOL Quarterly<\/em>. https:\/\/oasis-database.org\/concern\/summaries\/vx021f99h?locale=en<\/a><\/p>\n

Kremmel, B., Harding, L., & Guggenbichler, E. (2020). A survey to detect what different groups need to know about language assessment. OASIS Summary<\/em>\u00a0of Kremmel, B. & Harding, L. (2020) in Language Assessment Quarterly<\/em>. https:\/\/oasis-database.org\/concern\/summaries\/dj52w484n?locale=en<\/a><\/p>\n

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.<\/em> https:\/\/oasis-database.org\/concern\/summaries\/bc386j43n?locale=en<\/a><\/p>\n

<\/a>Doctoral theses<\/strong><\/h3>\n

Bandman, J.<\/strong> (2025).\u00a0Effects of task repetition and feedback on integrated listening-to-write performances and perceptions of English for Academic Purposes university students<\/em>. [Doctoral Thesis, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/3006<\/a><\/p>\n

Ramos Galvez, C.<\/strong> (2025).\u00a0Diagnosing academic reading in EFL teacher education programmes in Chile: test construction and initial validation<\/em>. [Doctoral Thesis, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/2781<\/a><\/p>\n

Davila Perez, G.<\/strong> (2025).\u00a0Investigating the use of accommodation strategies in the conversation task of the Graded Examinations in Spoken English<\/em>. [Doctoral Thesis, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/2685<\/a><\/p>\n

Agius, W.<\/strong> (2024).\u00a0Exploring the Features of Language Performance Indicative of Air Traffic Controllers\u2019 Workplace Language Socialisation<\/em>. [Doctoral Thesis, Lancaster University].\u00a0 https:\/\/doi.org\/10.17635\/lancaster\/thesis\/2493<\/a><\/p>\n

Iliovits, M.<\/strong> (2024).\u00a0Language use in an English-Medium Instruction university in Lebanon: Implications for the validity of international and local English tests for admissions<\/em>. [Doctoral Thesis, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/2552<\/a><\/p>\n

Jung, Y.<\/strong> (2024).\u00a0Examining L2 speakers\u2019 expression of opinion in the Trinity Lancaster Corpus<\/em>. [Doctoral Thesis, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/2638<\/a><\/p>\n

Lim, B. S.<\/strong> (2024).\u00a0Perceptions and use of formative and summative assessments in an ESL context<\/em>. [Doctoral Thesis, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/2351<\/a><\/p>\n

Chan, H.-Y.<\/strong> (2024).\u00a0Assessing digital literacies: An ethnographic study of teachers’ assessment literacies in the digital age<\/em>. [Doctoral Thesis, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/2414<\/a><\/p>\n

Jones, G.<\/strong> (2023).\u00a0Replicating the validation of the CEFR illustrative descriptors<\/em>. [Doctoral Thesis, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/2143<\/a><\/p>\n

Sickinger, B.<\/strong> (2023). An Exploration of Comparative Judgement for Evaluating Writing Performances of the Austrian Year 8 Test for English as a Foreign Language<\/em>. [Doctoral Thesis, Lancaster University].\u00a0 https:\/\/doi.org\/10.17635\/lancaster\/thesis\/2187<\/a><\/p>\n

Shahizan<\/strong> , N. A. (2023). Validating a group oral task in a university entry test: Interactional competence as a target construct in an academic context<\/em> [Doctoral dissertation, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/2020<\/a><\/p>\n

Eberharter<\/strong>, K. (2021). An investigation into the rater cognition of novice raters and the impact of cognitive attributes when assessing speaking<\/em> [Doctoral dissertation, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/1378<\/a><\/p>\n

Rossi<\/strong>, O. (2021). Item writing skills and their development: Insights from an induction item writer training course<\/em>\u00a0[Doctoral dissertation, Lancaster University]. https:\/\/eprints.lancs.ac.uk\/id\/eprint\/152813<\/a>\/<\/p>\n

Villa Larenas, S.<\/strong> (2020).\u00a0An investigation of the language assessment literacy of teacher educators in Chile: knowledge, practices, learning, beliefs, and context<\/em>. [Doctoral Thesis, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/1012<\/a><\/p>\n

Holzknecht<\/strong>, F. (2019). Double play in listening assessment<\/em> [Doctoral dissertation, Lancaster University]. https:\/\/eprints.lancs.ac.uk\/id\/eprint\/139699\/1\/2019holzknechtphd.pdf<\/a><\/p>\n

Toomaneejinda<\/strong>, A. (2019). An exploratory study of expressing disagreement in ELF academic group discussion<\/em> [Doctoral dissertation, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/386<\/a><\/p>\n

Wang<\/strong>, P. (2018).\u00a0Investigating test-takers’ cognitive processes while completing an integrated reading-to-write task: evidence from eye-tracking, stimulated recall and questionnaire<\/em>. [Doctoral Thesis, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/515<\/a><\/p>\n

Alkhelaiwi<\/strong>, S. (2017). Cognitive processes, sub-skills and strategies in academic lecture listening at a Saudi Arabian university: A needs analysis study<\/em> [Doctoral dissertation, Lancaster University]. https:\/\/doi.org\/10.17635\/lancaster\/thesis\/110<\/a><\/p>\n

Batty<\/strong>, A. O. (2017). The impact of visual cues on item response in video-mediated tests of foreign language listening comprehension<\/em> [Doctoral dissertation, Lancaster University]. https:\/\/eprints.lancs.ac.uk\/id\/eprint\/84467\/<\/a><\/p>\n

Rukthong<\/strong>, A. (2015). Investigating the <\/em>listening <\/em>construct <\/em>underlying <\/em>listening-to-summarize <\/em>tasks<\/em> [Doctoral dissertation, Lancaster University]. https:\/\/eprints.lancs.ac.uk\/id\/eprint\/133508\/1\/11003590.pdf<\/a><\/p>\n

Horak<\/strong>, T. (2011). An investigation into the effect of the Skills for Life Strategy on assessment and classroom practices in ESOL teaching in England<\/em> [Doctoral dissertation, Lancaster University]. https:\/\/core.ac.uk\/download\/pdf\/96678597.pdf<\/a><\/p>\n

Inoue<\/strong>, C. (2011). Task parallelness: Investigating the difficulty of two spoken narrative tasks<\/em> [Doctoral dissertation, Lancaster University]. https:\/\/eprints.lancs.ac.uk\/id\/eprint\/133463\/1\/11003598.pdf<\/a><\/p>\n

Moradi<\/strong>, M. (2010). The washback effect of the specialised English test (SPE)<\/em> [Doctoral dissertation, Lancaster University]. https:\/\/eprints.lancs.ac.uk\/id\/eprint\/133394\/1\/11003497.pdf<\/a><\/p>\n

Kalnberzina<\/strong>, V. (2002). The interaction between affect and metacognition in language use: the case of foreign language anxiet<\/em>y <\/em>[Doctoral dissertation, Lancaster University]. https:\/\/eprints.lancs.ac.uk\/id\/eprint\/133504\/1\/11003620.pdf<\/a><\/p>\n

<\/a>Videos<\/strong><\/h3>\n

Increasing test fairness for neurodiverse test-takers through the use of special adjustments. <\/em>Kormos, J. Keynote talk at the Association of Language Testers in Europe (ALTE) Conference, P\u00e9cs, Hungary, November, 2025.\u00a0https:\/\/www.youtube.com\/watch?v=SlXYa6LyXUk<\/a><\/p>\n

Multimodal classrooms: How can we design multimodal assessment tasks?<\/em> Brunfaut, T. & Kormos, J. Webinar for Teaching English, British Council, Aug 2024:\u00a0 https:\/\/www.facebook.com\/share\/v\/vxYzwXXi3sQhycVs\/<\/a> Free materials: https:\/\/osf.io\/xude7\/<\/a><\/p>\n

A practical introduction to China’s Standards of English Language Ability<\/em>, Pill, J. Talk for the British Association for Applied Linguistics Testing, Evaluation and Assessment Special Interest Group\u00a0(BAAL TEASIG), April 2023: https:\/\/www.youtube.com\/watch?v=nSD5YbeJEjc<\/a><\/p>\n

Back to basics to be fit for the digital age: Reflecting on advancements, opportunities and challenges in technology-enhanced assessment, <\/em>Brunfaut, T.\u00a0 Keynote talk at the Association of Language Testers in Europe (ALTE) Conference, Madrid, Spain, April 2023: https:\/\/www.youtube.com\/watch?v=D0wOlmLvrHY<\/a><\/p>\n

Key considerations for investigating accessibility arrangements for test-takers with specific learning difficulties,<\/em> Kormos., J. Talk given at the EALTA Equality Diversity and Inclusion Special Interest Group meeting, January 2023: https:\/\/www.youtube.com\/watch?v=Uq3Pel3NxIg<\/a><\/p>\n

Interviews about Viewpoints on opportunities and challenges for the language testing community on the 40th anniversary of the journal Language Testing<\/em>, Brunfaut, T., Burton, D., Ginther, A., Taylor, L., & Suvorov, R. Language Testing Bytes, Vodcast #36, December 2022: https:\/\/www.youtube.com\/watch?v=_R2vbpPfcF4<\/a><\/p>\n

English as a Lingua Franca in Language Assessment \u2013 Where are we now?<\/em> Harding, L. Talk given as part of the Duolingo English Test \u201cInnovations in Language Assessment\u201d virtual webinar series, September 2022: https:\/\/www.youtube.com\/watch?v=p095NhtDb-8&t=4363s<\/a><\/p>\n

Current ESP testing for health professionals: a tentative diagnosis, <\/em>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<\/a><\/p>\n

An interview with Vahid Aryadoust on Rasch measurement for questionnaire construction<\/em>, 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<\/a><\/p>\n

Language Assessment: Current Trends, Future Challenges \u2013 SALT Virtual Lecture Series<\/em>, Harding, L. Talk given at Teachers College, Columbia University, January 2021: https:\/\/www.youtube.com\/watch?v=UljPM8H9ywI<\/a><\/p>\n

In conversation with Tineke Brunfaut: The Language Testing Forum in the 2010s, <\/em>Brunfaut, T., Lestari, S. B., & Ramos, C. November 2020: watch from 32:45 \u2013 https:\/\/www.youtube.com\/watch?v=1ScMg5ONMQk<\/a><\/p>\n

Technology, Values, Ethics and Consequences: From Innovation to Impact in Language Assessment<\/em>, Harding, L. Talk given at New Directions East Asia conference, November 2020: https:\/\/www.youtube.com\/watch?v=7TzVYEWAntk&t=27s<\/a><\/p>\n

World Englishes and English as a Lingua Franca: Implications for the spread of English<\/em>, Harding, L. Talk given as part of the \u201cSpeaking of Variation\u201d series of webinars hosted by LAEL, June 2020: https:\/\/www.youtube.com\/watch?v=JCU79H7WOP4<\/a><\/p>\n

English as a Lingua Franca and Language Assessment: Challenges and Opportunities<\/em>, Harding, L. Talk given at Georgetown University, October 2018: https:\/\/www.youtube.com\/watch?v=zBSpYDkqOf4<\/a><\/p>\n

<\/a>Research instruments<\/strong><\/h3>\n

Multimodal integrated tasks<\/a> (Brunfaut, T. & Kormos, J.)<\/p>\n

Language Assessment Literacy<\/a> survey<\/a> (Kremmel, B. & Harding, L.)<\/p>\n

<\/a>Training materials<\/strong><\/h3>\n

Multimodal integrated tasks<\/a> – A set of six tasks, and accompanying specifications, rating scales and crib sheets by Tineke Brunfaut and Judit Kormos, for use in English-L2 classrooms<\/p>\n

Item writing for language testing<\/a> – Olena Rossi’s website contains practical guides, presentations and worksheets on language test development and item writing<\/p>\n","protected":false},"excerpt":{"rendered":"

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 Brunfaut, T., & Kormos, J. (2025). Assessing multimodal viewing-to-write constructs: Task design, performance, processing, and rating. Language Assessment Quarterly, 22(4-5), 429-459. https:\/\/doi.org\/10.1080\/15434303.2025.2596374 Gablasova, […]<\/p>\n","protected":false},"author":131,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1230","page","type-page","status-publish","hentry","post-preview"],"_links":{"self":[{"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/1230","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=1230"}],"version-history":[{"count":35,"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/1230\/revisions"}],"predecessor-version":[{"id":1741,"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/1230\/revisions\/1741"}],"wp:attachment":[{"href":"http:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/media?parent=1230"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}