Home Centre for Research in English Language Learning and Assessment Publications Journal Articles

Journal Articles

  • Chan, S. and Taylor, L. (2020). 鈥楥omparing writing proficiency assessments used in professional medical registration: A methodology to inform policy and practice鈥. Assessing Writing, 46,
  • Green, A. and Van Moere, A. (2020). 鈥楻epeated test-taking and longitudinal test score analysis鈥. Language. Testing, 37(4), 475鈥481 DOI:
  • Khabbazbashi, N., & Galaczi, E. (2020). 'A comparison of holistic, analytic, and part marking models in speaking assessment'. Language Testing [Online First]
  • May, L., Nakatsuhara, F., Lam, D., & Galaczi, E. (2020). 'Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice'. Language Testing, 37(2), 165-188.
  • Nakatsuhara, F., Inoue, C., and Taylor, L. (in press, 2020) 鈥楥omparing rating modes: analysing live, audio and video ratings of IELTS Speaking Test performance鈥, Language Assessment Quarterly, 18 (1), pp.-. [currently Online only]
  • Tavakoli, P., Nakatsuhara, F. and Hunter, A. (2020) 'Aspects of fluency across assessed levels of proficiency'. Modern Language Journal, 104(1), 169-191.
  • Bax, S., & Chan, S. (2019) 'Using eye-tracking research to investigate language test validity and design', System, 83, 64-78. https://doi.org/10.1016/j.system.2019.01.007.
  • Bax, S., Nakatsuhara, F., & Waller, D. (2019) 'Researching L2 writers鈥 use of metadiscourse markers at intermediate and advanced levels', System, 83,听79-95.听丑迟迟辫蝉://诲辞颈.辞谤驳/10.1016/箩.蝉测蝉迟别尘.2019.02.010.
  • Chan, S. (2019) 'Book Review: Understanding Second Language Processing. A focus on Processability Theory', System, 81, 213-214. https://doi.org/10.1016/j.system.2019.01.012
  • Green A. (2019) 鈥楻estoring perspective on the IELTS test', ELT Journal, 73 (2), pp.207-215
  • Lam, D. M. K. (2019) 'Interactional competence with and without extended planning time in a group oral assessment', Language Assessment Quarterly, 16, 1-20. DOI:听10.1080/15434303.2019.1602627
  • Hamp-Lyons L. (2019) 'Reflecting on the past, embracing the future', Assessing Writing, 42, article 100423. DOI:
  • May, L., Nakatsuhara, F., Lam, D., & Galaczi, E. (2019) 'Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice',听Language Testing [Online First]. DOI: 10.1177/0265532219879044听听
  • Tai, K. W. H., & Khabbazbashi, N. (2019) 'The mediation and organisation of gestures in vocabulary instructions: a microgenetic analysis of interactions in a beginning-level adult ESOL classroom',听Language and Education,听DOI:听10.1080/09500782.2019.1596122
  • Tai, K.W.H., & Khabbazbashi, N. (2019) 'Vocabulary explanations in beginning-level adult ESOL classroom interactions: A conversation analysis perspective', Linguistics and Education, 52, 61-77.
  • Tavakoli, P., Nakatsuhara, F. and Hunter A-M. (2019) 'Aspects of fluency across assessed levels of speaking proficiency', Modern Language Journal, 104 (1), pp.169-191.
  • Chan, S. (2018) 'Paper-based vs computer-based writing assessment: divergent, equivalent or complementary?', Assessing Writing, 36, 1-2.
  • Chan, S. (2018) 'Some Evidence of the Development of L2 Reading-into-Writing Skills at Three Levels', Language Education and Assessment, 1 (1), 9-27.
  • Chan, S., Bax, S., & Weir, C. (2018) 'Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test', Assessing Writing, 36, 32-48.
  • Galaczi, E.and Taylor, L. (2018) 鈥業nteractional competence: conceptualisations, operationalisations, and outstanding questions鈥, Language Assessment Quarterly 15/3, 219-236.
  • Green, A. (2018) 'Linking tests of English for academic purposes to the CEFR: The score user鈥檚 perspective', Language Assessment Quarterly, 15(1), 59-74.
  • Green, A. (2018) 鈥楤ook review: Contemporary Second Language Assessment鈥, ELT Journal, Volume 72(1), January 2018, pp.117鈥119,
  • Lam, D.M.K. (2018) 'What counts as 'responding'? Contingency on previous speaker contribution as a feature of interactional competence', Language Testing, 35(3), 377-401.
  • Green, A. (2017) 鈥楲earning-oriented Language Test Preparation Materials:听 A contradiction in terms?鈥 Papers in Language Testing and Assessment, 6(1): 112-132,
  • Green, A. (2017) 'Book review: Focus on Assessment', ELT Journal 71(1) pp.117-119.
  • Green, A. (2017) 'Linking tests of English for academic purposes to the CEFR: the score user鈥檚 perspective', Language Assessment Quarterly, 15 (1) 59-74 DOI:10.1080/15434303.2017.1350685
  • Khabbazbashi, N. (2017) 'Topic and background knowledge effects on performance in speaking assessment', Language Testing, 34 (1), pp.23-48.
  • Nakatsuhara, F., Inoue, C. Berry, V., & Galaczi, E. (2017) 鈥楨xploring the use of video-conferencing technology in the assessment of spoken language: A mixed-methods study鈥, Language Assessment Quarterly, 14(1), 1-18.
  • Rasskazova, T., Guzikova, M., and Green, A. (2017) 'English language teacher development in a Russian university: Context, problems and implications', Ampersand, 4, pp.1-9.
  • Inoue, C. (2016) 'A comparative study of the variables used to measure syntactic complexity and accuracy in task-based research', Language Learning Journal, 44(4).
  • Green A (2016) 'Testing four skills in Japan', JASELE journal (Special edition), pp.135-144
  • Bruce E., Hamp-Lyons L. (2015) 'Opposing tensions of local and international standards for EAP writing: programmes: who are we assessing for?', Journal of English for Academic Purposes, 18, pp.64-77听
  • Chan, S. H. C., Inoue, C., & Taylor, L. (2015). Developing rubrics to assess the reading-into-writing skill: A case study. Assessing Writing, 26, 20-37.听
  • Hamp-Lyons, L. (2015). Opposing tensions of local and international standards for EAP writing: programmes: Who are we assessing for? Journal of English for Academic Purposes, 18, 64-77.
  • Inoue, C. (2015). Book review: 'Interaction in Paired Oral Proficience Assessment in Spanish. A.M. Ducasse'. Papers in Language Testing and Assessment, 4(2), 70-74.
  • Khalifa H, Khabbazbashi N, Abdelsalam S, Said M.E (2015) 'International assessment and local contexts: a case study of an English language initiative in higher education institutes in Egypt', Papers in Language Testing and Assessment, 4 (1), pp.1-30.
  • Jin, Y., & Hamp-Lyons, L. (2014) 'A new test for China? Stages in the development of an assessment for professional purposes', Assessment in Education: Principles, Policy & Practice, 22, pp.397-426.
  • Macaro, E., Nakatani, Y., Hayashi, Y., and Khabbazbashi, N. (2014). 鈥楨xploring the value of bilingual language assistants with Japanese English as a foreign language learners.鈥 Language Learning Journal 42 (1): 41鈥54.
  • Nitta, R. and Nakatsuhara, F. (2014) 'A multifaceted approach to investigating pre-task planning effects on paired oral test performance', Language Testing, 31, pp.147-175.
  • Bax, S. (2011) 鈥楴ormalisation Revisited: The Effective Use of Technology in Language Education鈥. International Journal of Computer-Assisted Language Learning and Teaching, 1(2), pp.1-15.
  • Bax, S. (2013) 'The cognitive processing of candidates during reading tests: Evidence from eye-tracking'. Language Testing, 30, pp.441-465.
  • Field, J. (2011) 鈥業nto the mind of the academic listener鈥. Journal of English for Academic Purposes, 10(2). Special issue on academic listening
  • Field, J. (2011) 'Editorial introduction'. Journal of English for Academic Purposes, 10(2). Special issue on academic listening
  • Galaczi, E. D., French, A, Hubbard, C. & Green, A. (2011) 'Developing assessment scales for large-scale speaking tests: a multiple-method approach'. Assessment in Education, 18(3), pp.217-237.
  • Gan, Z., Davison, C. and Hamp-Lyons, L. (2009) 'Topic negotiation in peer group oral assessment situations: A conversation analytic approach'. Applied Linguistics, 30, pp.315-334.
  • Green, A.B. (2010) 'Requirements for Reference Level Descriptions for English', English Profile Journal, 1(1)
  • Green, A. (2013) 'Washback in language assessment'. International Journal of English Studies, 13 (2), pp.39-51.
  • Green, A. B. and Hawkey, R.A. (2011) 'Re-fitting for a different purpose: A case study of item writer practices in adapting source texts for a test of academic reading'. Language Testing, 28(4).
  • Green, A.B., Unaldi, A. and Weir, C. J. (2010) 'Empiricism versus connoisseurship: establishing the appropriacy of texts for testing reading for academic purposes'. Language Testing, 27, 1-2.
  • Hamp-Lyons, L. and Lockwood, J. (2009) 'The workplace, the society, and the wider world: The offshoring and outsourcing industry'. Annual Review of Applied Linguistics, 29, pp.145-167.
  • Lam, D.M.K. (2012) '鈥淗ey, you鈥檝e missed the point!鈥: Co-construction of interactional competence through contriving peer group speaking assessment'. Multilingual Theory and Practice in Applied Linguistics, 125
  • Nakatsuhara, F. (2011) 'Effects of the number of participants on group oral test performance'. Language Testing, 28(4), pp.483-508.
  • Nakatsuhara, F. (2013) 'Can-do statements in reference level descriptions and the socio-cognitive framework for test validation'. Assessment and Evaluation in Language Education, 3, pp.44-53 (written in Japanese).
  • Saville, N. and Hawkey, R.A. (2011) 鈥楾he English Profile Programme 鈥 the first three years鈥. English Profile Journal, 1(1).
  • Taylor, L. (2009) 'Developing assessment literacy'. Annual Review of Applied Linguistics, 29, pp.21-36.
  • Taylor, L. (2010) '鈥楾elling our story鈥: Reflections on the place of learning, transparency, responsibility and collaboration in the language testing narrative'. Language Assessment Quarterly, 7, pp.195-203.
  • Taylor, L. (2013) 'Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections'. Language Testing, 30, pp.403-412.
  • Taylor, L (2014) General Language Proficiency (GLP): Reflections on the 鈥榠ssues revisited鈥 鈥 in a special issue of Language Assessment Quarterly to celebrate 30th anniversary of the UK Language Testing Forum in 2010.
  • Taylor, L. and Geranpayeh, A. (2011) 'Assessing listening for academic purposes: defining and operationalising the test construct'. Journal of English for Academic Purposes, 10(2), pp.89-100.
  • Taylor, L. and Wigglesworth, G. (2009) 'Editorial - Are two heads better than one? Pair work in L2 assessment contexts'. Language Testing, 26, pp.325-339.
  • Davies, A., Hamp-Lyons, L. and Kemp, C. (2003) 'Whose norms? International proficiency tests in English', World Englishes 22(4), pp.571-584.
  • Gan, Z., Humphreys, G. and Hamp-Lyons, L. (2004) 'Understanding successful and unsuccessful EFL students in Chinese universities', Modern Language Journal 88(2), pp.229-244.
  • Green, A. B. (2005) 'EAP study recommendations and score gains on the IELTS Academic Writing test', 10(1), pp.44-60.
  • Green, A. B. (2006) 'Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes', ,11, pp.113-134.
  • Green, A.B. (2006) 'Watching for washback: observing the influence of the IELTS academic writing test in the classroom', Language Assessment Quarterly, 3, pp.333-367.
  • Green, A.B. (2007) 'Washback to learning outcomes: a comparative study of IELTS Preparation and 天美传媒 presessional language courses', , 14, pp.75-97.
  • Green, A.B. and Hawkey, R. (2005) 'Test Washback and Impact: what do they mean and why do they matter?' 13(4), pp.66-71
  • Green, A. B. and Weir, C. J. (2004) 'Can placement tests inform instructional decisions?', , 21(4), pp.467-494.
  • Green, A.B. and Yanagawa, K. (2008) 'To Show or not to Show: The effects of item stems and answer options on performance on a multiple-choice listening comprehension test', , 36, pp.107-122.
  • Hamp-Lyons, L. and Davies, A. (2008) 'The Englishes of English Tests',听World Englishes, 27, pp.26-29.
  • Hawkey, R.A. (2006) 'Teacher and learner perceptions of language learning activity', ,听60(3), pp.242-252.
  • Hawkey, R.A. and Barker, F. (2004)' Developing a common scale for the assessment of writing', Assessing Writing, 9(2), pp.122-159.
  • Hawkey, R.A., Thompson, S. and Turner, R. (2007) 'The development of a video database for language educational research projects', , 32, pp.83-97.
  • Nakatsuhara, F. (2008) Inter-interviewer variation in oral interview tests, , 62(3), pp.266-275.
  • O鈥橬eill, T R, Buckendahl, C W, Plake, B S and Taylor, L (2007) 鈥楻ecommending a nursing-specific passing standard for the IELTS examination鈥, Language Assessment Quarterly, 4/4, 295-317.
  • O'Sullivan, B., Saville, N. and Weir, C. J. (2002) Using observation checklists to validate speaking-test tasks,听, 19(1), pp.33-56.
  • Shiotsu, T. and Weir, C.J. (2007) 'The relative significance of syntactic knowledge and vocabulary breadth in the prediction of second language reading comprehension test performance', , 24, pp.1-30.
  • Taylor L (2004) Testing times: research directions and issues for Cambridge ESOL Examinations. TESOL Quarterly, 38/1, 141-146.
  • Taylor, L (2005) Key concepts in ELT: washback and impact. ELT Journal, 59/2, 154-155.
  • Taylor, L (2006) Book Reviews - McNamara, 2000, Language Testing, and Hughes, 2003, Testing for Language Teachers. International Journal of Applied Linguistics, 16/3, 427-434.
  • Taylor, L (2006) The changing landscape of English: implications for English language assessment. ELT Journal, 60/1, 51-60.
  • Weir, C.J. (2005) 'Limitations of the Council of Europe's Framework of Reference (CEFR) in developing comparable examinations and tests', Language Testing, 22(3), pp.282-300.
  • Weir, C.J. and Wu, J.R.W. (2006) 'Establishing Test Form and Individual Task Comparability: A Case 天美传媒 of a Semi-direct Speaking Test', Language Testing, 23, pp.1-33.
  • Zegarac, V. (2004) 'Relevance Theory and the in second language acquisition', Second Language Research, 20(3), pp.193-211.
  • Zegarac, V. (2005) 'Ideology and ostensive-inferential communication', International Journal of Pragmatics, 14, pp.155-171.
  • Zegarac, V. (2006) 'Believing In: A Pragmatic Account', , 116(10), pp.1703-1721.

address

Professor Tony Green
Director of CRELLA
天美传媒
Putteridge Bury
Hitchin Road
Luton, Bedfordshire
UK, LU2 8LE

tony.green@beds.ac.uk

telephone

+44 (0)1582 489086

twitter