I have won over 25 research grants to lead projects on various aspects of reading, writing and integrated assessments. Some of my recent projects include the comparison of paper-based and computer-delivered writing (IELTS), test takers’ cognitive processes on reading tests (BART, Cambridge English Linguaskill, GEPT) and writing tests (e.g. Aptis, BART, GEPT), features of effective summary on integrated tasks (e.g. Trinity ISE, Pearson Test of English Academic).

I have also conducted research for professional regulatory bodies on topics such as use of English language tests in the health-care domain. As well as conducting research projects, I have also worked on projects to develop large-scale language tests (e.g. Trinity Integrated Skills of English – reading and writing, EnglishScore mobile English test), post-entry university EAP tests (e.g. Bedfordshire Academic Reading Test) and online reading tests for young learners in EFL contexts.

I have published widely in the areas of language testing, academic reading/writing, and second language learning. In the REF 2021, five of my publications was part of a submission of which 72% is classed as world leading (the highest possible rating). I am the author of 'Defining Integrated Reading-into-Writing Constructs: Evidence at the B2-C1 Interface' (Cambridge University Press, the English Profile series 08, 2018) and 'Research and practice in assessing academic English: the case of IELTS. Studies in Language Testing' (Cambridge University Press, Studies in Language Testing 51, 2019).

My main research interests are language testing and reading, writing and summarising in L2, and the role of technologies in language use. In particular, I research the cognitive processes underlying L2 reading, writing and integrated performance, the role of task features in learners’ performance, rating scales for integrated skills, and computer-assisted text analysis. My current projects investigate the features of effective summary at different proficient levels, learners’ cognitive processes in computer-delivered assessments, and Academic English in the digital age. I have received grants as a Principal Investigator from a wide range of organisations such as the British Council, Cambridge English Assessment, Trinity College London, Pearson, LTTC (Taiwan), and the UK General Medical Council.

I am a HEA fellow. I have previously developed and taught EAP/ESP programmes in Asia. I have taught postgraduate modules and training on language testing, research methods, and statistical analyses for language testing. I currently teach on the Assessment and Accreditation module of University of Bedfordshire’s Masters in TESOL programme. I regularly deliver workshops, webinars and short courses on range of topics in language assessment for national examinations boards, testing organisations and universities.

I welcome doctoral students interested in the areas of language assessment (reading, writing, integrated skills), cognitive processes underlying second language performance; computer-assisted text analysis, rating scale design and validation, and the use and impact of technologies in language learning and assessment. My current and graduated PhD students research on topics such as: testing reading, writing and integrated skills, L2 learners’ processes (e.g. reading using eye-tracking, revising processes using key-stroke logging) and test validation (e.g. of university admissions tests, of EAP tests).

I regularly present my research at regional, national and international conferences such as LTF, ALTE International Conference, LTRC, EALTA Conference, AALA Conference and BC New Directions Conference. I have recently given invited talks on the design and validation of integrated tests, use of keystroke logging in L2 writing research, and methods for researching cognitive processes in second language use.