Publications

Selected Recent Publications by CRELLA Staff

Authored books

• Green, A.B. (forthcoming 2012) Language Assessment and Testing. Routledge: Introductory Textbooks for Applied Linguistics
• Bax, S. (forthcoming) Intertextual Reading Peter Lang.
• Green, A.B. (2011) Language Functions Revisited: Theoretical and empirical bases for language construct definition across the ability range. Cambridge: CUP.
• Field, J. (contracted) Language and Mind: Issues in Psycholinguistics. Cambridge: CUP
• Field, J. (proposal submitted) Psycholinguistics and Second Language Skills. Oxford: OUP
• Milanovic, M. and Weir, C. J. (forthcoming) Measured constructs: A history of the constructs underlying English language examinations 1913-2012. Cambridge: CUP
• Bax, S. (2011) Discourse and Genre. Palgrave Macmillan. ISBN: 9780 2302 179 73
• Green, A.B. (2011) Theoretical and empirical bases for language construct definition across the ability range. Cambridge: CUP.
• Bax, S. (2010) Learning through English: Researching Impact in Thailand, Indonesia and South Korea. London: British Council.
• Nakatsuhara, F. (forthcoming) The Co-construction of Conversation in Group Oral Tests. Peter Lang.
• Khalifa, H and Weir, C.J. (2009) Examining Reading: Research and practice in assessing second language reading, Studies in Language Testing 29, Cambridge: UCLES/CUP.
• Hawkey, R.A. (2009) Examining FCE and CAE: Key issues and recurring themes in developing the First Certificate in English and Certificate in Advanced English exams, Studies in Language Testing 28. Cambridge: CUP and Cambridge ESOL.
• Green, A.B. (2007) IELTS Washback in Context: Preparation for academic writing in higher education Studies in Language Testing 25. CUP and Cambridge ESOL.
• Shaw, S and Weir, C.J. (2007) Examining Writing in a Second Language, Studies in Language Testing 26. CUP and Cambridge ESOL.
• Hawkey, R.A. (2006) Impact Theory and Practice: studies of the IELTS test and Progetto Lingue 2000, Studies in Language Testing 24. CUP and Cambridge ESOL.
• Hamp-Lyons, L. and Heasley, B. (2006) Study Writing (new edition), Cambridge: CUP.
• Weir, C.J. (2005) Language Testing and Validation: an evidence based approach, Palgrave MacMillan.
• Hawkey, R.A. (2004) The CELS: developing a modular approach to testing English language skills, Studies in Language Testing 16. CUP and Cambridge ESOL.
• Hamp-Lyons, L. and Condon, W. (2000) Assessing the Portfolio: Principles for Practice, Theory, and Research. Cresskill, NJ: Hampton Press.
• Weir, C.J., Yang Huizhong and Jin Yan (2000) An Empirical Investigation of the Componentiality of L2 Reading in English for Academic Purposes, Studies in Language Testing 12. CUP and Cambridge ESOL.
• Yang, H. and Weir, C.J. (1999) Empirical Bases for Construct Validation: the College English Test -a case study, Shanghai Foreign Language Education Press.

Edited books

• Taylor, L. and Weir, C. J. (eds.) (2012) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: UCLES/CUP
• Taylor, L. (eds.) (2011) Examining Speaking: Research and practice in assessing second language speaking. Studies in Language Testing 30. Cambridge: CUP and Cambridge ESOL.
• Taylor, L. and Weir, C. J. (eds.) (2009) Language Testing Matters: Investigating the wider social and educational impact of assessment. Studies in Language Testing 31. Cambridge: CUP and Cambridge ESOL.
• Taylor, L. and Weir, C.J. (eds.) (2008) Multilingualism and Assessment: Achieving transparency, assuring quality, and sustaining diversity, CUP.
• Milanovic, M. and Weir, C.J. (eds.) (2004) European language testing in a global context. Studies in Language Testing 18. CUP and Cambridge ESOL.
• Weir, C.J. and Milanovic, M. (eds.) (2003) Continuity and Innovation: A History of the CPE Examination 1913-2002, Studies in Language Testing 15. CUP and Cambridge ESOL.

Articles in peer reviewed journals

• Hamp-Lyons, L. (forthcoming) “Written examinations: Language for education, power and control across two thousand years: State of the Art article”. Language Teaching.
• 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)
• Field, J. (2011) “Into the mind of the academic listener”. 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
• Saville, N. and Hawkey, R.A. (2011) “The English Profile Programme – the first three years”. English Profile Journal, 1(1).
• Galaczi, E., French, A., Hubbard C., and Green, A.B. (2011) Developing assessment scales for large-scale speaking tests: a multiple-method approach. Assessment in Education: Principles, Policy & Practice, 18(3): 217-237
• Nakatsuhara, F. (2011) Effects of the number of participants on group oral test performance, Language Testing 28(4): 483-508
• 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): 89-101
• Green, A.B. (2010) Requirements for Reference Level Descriptions for English. English Profile Journal 1(1): e6
• 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 (3): 1-21
• Taylor, L. (2010) “Telling our story”: Reflections on the place of learning, transparency, responsibility and collaboration in the language testing narrative. Language Assessment Quarterly, 7(2): 195-203
• Gan, Z., Davison, C. and Hamp-Lyons, L. (2009) Topic negotiation in peer group oral assessment situations: A conversation analytic approach. Applied Linguistics 30(3): 315-334
• 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: 145-167
• Taylor, L. and Wigglesworth, G. (2009) Editorial - Are two heads better than one? Pair work in L2 assessment contexts. Language Testing, 26(3): 325-339.
• Taylor, L. (2009) Developing assessment literacy. Annual Review of Applied Linguistics 29. Cambridge: CUP 21-36
• Green, A.B. (2008) English Profile: functional progression in materials for ELT, Research Notes 33: 19-24. University of Cambridge Local Examinations Syndicate.
• 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. System 36(1): 107-122.
• Hamp-Lyons, L. and Davies, A. (2008) The Englishes of English Tests. World Englishes 27(1): 26-29
• Nakatsuhara, F. (2008) Inter-interviewer variation in oral interview tests, ELT Journal 62(3): 266-275
• Taylor, L. (2008) Introduction. IELTS Research Reports, Volume 8. British Council/IDP Education Australia, Canberra, vii-xv
• Unaldi, A. and Weir, C. J. “Assessing careful reading ability in academic settings. Testing beyond the sentence: a sine qua non?” English Profile Journal.
• Weir, C. J. and Khalifa, H. (2008) A cognitive processing approach towards defining reading comprehension, Research Notes 31: 2-10. University of Cambridge Local Examinations Syndicate
• Weir, C. J. and Khalifa, H. (2008) Applying a cognitive processing model to Main Suite Reading papers. Research Notes 31: 11-16. University of Cambridge Local Examinations Syndicate.
• Green, A.B. (2007) Washback to learning outcomes: a comparative study of IELTS Preparation and University presessional language courses, Assessment in Education 14(1): 75-97
• Hawkey, R.A., Thompson, S. and Turner, R. (2007) The development of a video database for language educational research projects, Learning, Media and Technology 32(1): 83-97
• 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, Language Testing 24(1): 1-30
• Green, A.B. (2006) Watching for washback: observing the influence of the IELTS academic writing test in the classroom. Language Assessment Quarterly 3(4): 333-367
• Green, A. B. (2006) Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes. Assessing Writing 11(2): 113-134

• Zegarac, V. (2006) Believing In: A Pragmatic Account, Lingua 116: 1703-1721
• Weir, C.J. and Wu, J.R.W. (2006) Establishing Test Form and Individual Task Comparability: A Case Study of a Semi-direct Speaking Test, Language Testing, 23(3): 1-33
• Hawkey, R.A. (2006) Teacher and learner perceptions of language learning activity. English Language Teaching Journal 60(3): 242-252
• Green, A.B. and Hawkey, R. (2005) Test Washback and Impact: what do they mean and why do they matter? Modern English Teacher 13(4): 66-71
• Green, A. B. (2005) EAP study recommendations and score gains on the IELTS Academic Writing test. Assessing Writing 10(1): 44-60
• 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): 282-300
• Zegarac, V. (2005) Ideology and ostensive-inferential communication. International Journal of Pragmatics 14: 155-171
• Gan, Z., Humphreys, G. and Hamp-Lyons, L. (2004) Understanding successful and unsuccessful EFL students in Chinese universities. Modern Language Journal 88(2):  229-244
• Hawkey, R.A. and Barker, F. (2004) Developing a common scale for the assessment of writing. Assessing Writing 9(2): 122-159

• Zegarac, V. (2004) Relevance Theory and the in second language acquisition. Second Language Research 20(3): 193-211
• Green, A. B. and Weir, C. J. (2004) Can placement tests inform instructional decisions? Language Testing, 21(4): 467-494
• Davies, A., Hamp-Lyons, L. and Kemp, C. (2003) Whose norms? International proficiency tests in English. World Englishes 22(4): 571-584
• O’Sullivan, B., Saville, N. and Weir, C. J. (2002) Using observation checklists to validate speaking-test tasks, Language Testing 19(1): 33-56

Chapters in edited books

• Green, A.B. and Hawkey, R. (2012) Marking, Rating Scales and Rubrics. In Coombe, C., O’Sullivan, B., Davidson P., and Stoynoff S. (eds.) The Cambridge Guide to Language Assessment. Cambridge: CUP.
• Nakatsuhara, F. (2011) The relationship between test-takers’ listening proficiency and their performance on the IELTS Speaking Test. In Osborne, J. (ed.) IELTS Research Reports, Volume 12, IDP: IELTS Australia and British Council. Available online at: www.ielts.org
• Green, A. and O’Sullivan, B. (2011) Context Validity. In Taylor, L. (ed.) Examining Speaking: Theory, practice and research. Cambridge: CUP.
• Green, A. (2011) A Case of Testing L2 English Reading for Class Level Placement. In O’Sullivan, B. (ed.) Language Testing: Theories and Practices. Basingstoke: Palgrave ‘Advances in Linguistics’ series.
• Green, A. and Hawkey, R. (2009) Functional Progression in the Common European Framework: Towards a Language Specification for Higher Level Learners in Taylor, L. and Weir, C. J. (eds.) Language Testing Matters: Investigating the wider social and educational impact of assessment. Studies in Language Testing 31, Proceedings of the 3rd ALTE Conference, Cambridge April 2008, CUP.
• Taylor, L. (2011) Introduction. IELTS Research Reports, Volume 11. British Council/IDP Education Australia, Canberra.
• Taylor, L. (2009) Introduction. IELTS Research Reports, Volume 10. British Council/IDP Education Australia, Canberra, vii-xvi.
• Taylor, L. (2009) Introduction. IELTS Research Reports, Volume 9. British Council/IDP Education Australia, Canberra, vii-xv.
• O’Sullivan, B. and Nakatsuhara, F. (2011) Quantifying Conversational Styles in Group Oral Test Discourse. In O’Sullivan, B. (ed.) Language Testing: Theories and Practices. Basingstoke: Palgrave ‘Advances in Linguistics’ series[f1] 
• Weir C. J. and O’Sullivan, B. (2011) Language testing = validation. In O’Sullivan, B. (ed.) Language Testing: Theories and Practices. Basingstoke: Palgrave ‘Advances in Linguistics’ series[f2] 
• Field, J. (2012) “Cognitive validity” in Ardeshir, G. and Taylor, L. (eds.) Examining Listening: Theory, practice and research. Cambridge: CUP[f3] 
• Field, J. (2012) “The myth of phonological representation” in Grant, L. (ed.) Myths of Pronunciation Teaching, University of Michigan Press
• Field, J (2012) “Intelligibility and the L2 listener” in Reed, M. (ed.) Intelligibility. John Benjamins
• Field, J. (2012) “The cognitive validity of the lecture-based paper in the IELTS listening test” in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: UCLES/CUP
• Weir, C.J., Hawkey, R., Green, A., Unaldi, A. and Devi, S. (2012) “The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university” in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: UCLES/CUP
• Weir, C.J., Hawkey, R., Green, A. and Devi, S. (2012) “The cognitive processes underlying the academic reading construct as measured by IELTS” in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: UCLES/CUP
• Hawkey, R. and Green, A. (2012) “An empirical investigation of the process of writing Academic Reading test items for the international English Language Testing System” in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: UCLES/CUP
• Taylor, L. (2012) “The impact of the funded research studies on the IELTS Academic reading test” in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: UCLES/CUP
• Taylor, L. (2012) “Impact of the join-funded research studies on the IELTS Listening test” in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: UCLES/CUP
• Nakatsuhara, F. (2012) “The relationship between test-takers’ listening proficiency and their performance on the IELTS Speaking test” in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: UCLES/CUP
• Bax, S. (2011) 'Digital Education: beyond the wow factor' in Digital Education: Opportunities for Social Collaboration. Thomas, M (ed.) Palgrave Macmillan, 2011. Palgrave Connect. Palgrave Macmillan.
• Green, A. B. (2011) “Selecting or writing texts for listening and reading tasks”. In Kunnan, A. (ed.) The Companion to Language Assessment. Wiley-Blackwell
• Green, A. B. (2011) CEFR and ACTFL crosswalk: a text based approach. In Tschirner, E. (ed.) ACTFL-CEFR Alignment. Leipzig: University of Leipzig.
• O’Sullivan, B. and Green, A. B. (2011) “Test taker characteristics”. In Taylor, L. (ed.) Examining Speaking: Theory, practice and research. Cambridge: CUP
• Green, A. B. and Hawkey, R. A. (2011) “An empirical investigation of the process of writing Academic Reading test items for the International English Language Testing System”. In IELTS Research Reports, Volume 11. London: The British Council.

• Field, J. (2011) “Cognitive validity” in Taylor, L. (ed.) Examining Speaking. Cambridge: CUP
• Field, J. (2011) “Listening”, in Burns, A. and Richards, J. C. (eds.). The Cambridge Guide to Pedagogy and Practice. New York: CUP
• Field, J. (2011) “Psycholinguistics” in Simpson, J. (ed.) Routledge Handbook of Applied Linguistics. Abingdon: Routledge
• Hamp-Lyons, L. (2011) “English for Academic Purposes” in Hinkel, E. (ed.) Handbook of Research in Second Language Teaching and Learning, Vol. II. New York: Routledge. Ch.7: 89-105
• Hamp-Lyons, L. (2011) “Linking Writing and Speaking in English as a Second Language Assessment” in Elliot, N. and Perelman, L. (eds.) Writing Assessment in the 21st Century: Essays in Honor of Edward M. White, Ridgefield NJ: Hampton Press 407-430
• Hamp-Lyons, L. and Tavares, N. (2011) “Interactive assessment: A Dialogic and Collaborative Approach to Assessing Learners’ Oral Language” in Tsagari, D. and Csepes, I. (eds.) Classroom-based language assessment. Frankfurt: Peter Lang 29-46
• Taylor, L. (2011) “Accommodation in Language Testing” in Coombe, C., O’Sullivan, B., Davidson, P., and Stoynoff, S. (eds.) The Cambridge Guide to Language Assessment. Cambridge: CUP
• Bax, S. (2010) Magic Wand or Museum Piece? The Future of the Interactive Whiteboard in Education in Thomas, M & E. Cutrim Schmid (eds.) Interactive Whiteboards for Education: Theory, Research and Practice Pennsylvania: Global IGI
• Green, A. (2010) Conflicting Purposes in the use of Can Do Statements in Language Education. In Schmidt, M., Naganuma, N., O’Dwyer, F. Imig, A. and Sakai, K. (eds.), Can do statements in language education in Japan and beyond. Tokyo: JALT
• Bax, S. (2009) ‘I wasn’t invited to the party’: Lurking in multicultural online educational forums In Ragusa, A. (2009) (ed.) Interaction in Communication Technologies & Virtual Learning Environments: Human Factors IGA Global, (10): 145-159
• Bax, S. (2009) CALL - Past, present and future. In Howard, P. (2009) (ed.) Computer Assisted Language Learning: Critical Concepts in Linguistics (New York and London: Routledge), (5) 117-133, in Volume I: Foundations of CALL.
• Bax. S., and Cullen. R (2009) Generating and evaluating reflection through teaching practice in Hedge, P. Andon, N. & Dewey, M (2009) (eds.) English Language Teaching: Major Themes in Education Routledge Vol. VI
• Green, A. (2009) with Zhang, Q. Understanding Chinese students' motivational change during the transition to UK higher education. In Wen, Q. Nad Jin, L. (eds.) ELT in China (5): Selected Papers from the 5th International Conference. Beijing: Foreign Language and Research Press.
• Davison, C. and Hamp-Lyons, L. (2009) The Hong Kong Certificate of Education: School-based Assessment Reform in Hong Kong English Language Education. Ch. 18. In L-y Cheng and Curtis, A (Eds.). English language assessment and the Chinese learner. Routledge.
• Hamp-Lyons, L. and Condon, W. (2009) Questioning Assumptions about Portfolio-Based Assessment. Ch. 19. In Huot, B and O’Neill, P (eds.) Assessing Writing: A critical sourcebook. Bedford/St. Martins.
• Hamp-Lyons, L. (2009) The Challenges of Second-Language Writing Assessment. Ch. 21. In Huot, B and O’Neill, P (eds.) Assessing Writing: A critical sourcebook. NCTE.
• Hawkey, R. A. (2009) A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation, in Taylor, L. and Weir, C. J. (eds.), Language Testing Matters: Investigating the wider social and educational impact of assessment. Studies in Language Testing 31, Proceedings of the 3rd ALTE Conference, Cambridge April 2008, Cambridge: CUP 
• Hawkey, R.A.H. (2009) Consequential validity, in Taylor and Weir (eds.) Examining Speaking, Cambridge: CUP and Cambridge ESOL.
• Hawkey, R.A.H. (2009) A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks, in The Social and Educational Impact of Language Assessment, Cambridge: CUP and Cambridge ESOL. 
• Weir, C. J., Hawkey, R. Green, T., Devi, S. (2009) The cognitive processes underlying the academic reading construct as measured by IELTS, British Council/IDP Australia Research Reports Volume 9: 157-189
• Weir, C. J., Hawkey, R. Green, T., Devi, S., Unaldi, A. (2009) The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university, British Council/IDP Australia IELTS Research Report No.9: 97-156.
• Hamp-Lyons, L. (2008). Best practice in writing assessment. In Taylor, L. and Weir, C. J. (eds.) Multilingualism and Assessment: Achieving transparency, assuring quality, sustaining diversity. Cambridge: UCLES/ CUP: 321-336
• Hawkey, R. (2008) An impact study of a high-stakes test (IELTS): lessons for test validation and diversity, in Taylor, L. and Weir, C. J. (eds.) Multilingualism and Assessment: Achieving transparency, assuring quality, sustaining diversity. Cambridge: UCLES/ Cambridge University Press: 215-229
• Weir, C. J. and Shaw, S. (2008) A socio-cognitive approach to writing test validation in Taylor, L. and Weir, C. J. (eds.) Multilingualism and Assessment: Achieving transparency, assuring quality, sustaining diversity. Cambridge: UCLES/ CUP: 147-157
• Zegarac, V. (2008) Culture and Communication in H. Spencer-Oatey (ed.) Culturally Speaking (2nd edition). London: Continuum.
• Hamp-Lyons, L. (2007) 'The impact of testing practices on teaching: ideologies and alternatives'. In J. Cummins and C. Davison (eds.) The International Handbook of English language teaching, (Vol. 1), pp. 487-504, Norwell, MA: Springer.
• Weir, C.J., O’Sullivan, B. and Jin Yan. (2007) Does the computer make a difference? Reaction of candidates to a computer-based versus a traditional hand-written form of the IELTS writing component: effects and impact. IELTS Research Report No.7, British Council and IDP Australia.
• Zegarac, V. (2007) A cognitive pragmatic perspective on communication and culture. In Kotthoff, H. and Spencer-Oatey, H. (eds.). Handbooks of Applied Linguistics Vol. 7: Intercultural Communication. Mouton de Gruyter.

• Hamp-Lyons, L. (2006) 'Feedback in portfolio-based writing courses'. In K. Hyland and F. Hyland (eds.) Feedback in Second Language Writing: Contexts and issues, pp. 140-161, New York: Cambridge University Press.
• Weir, C.J., B. O’Sullivan and T. Horai, (2006) 'Exploring Difficulty in Speaking Tasks: an Intra-task Perspective'. IELTS Research Report No.6, pp. 119-160, British Council and IDP Australia.
• Hawkey, R.A.H. and Saville, N. (2004) The IELTS Impact Study: Investigating Washback on Teaching Materials. In Cheng, L. and Y. Watanabe (eds.). Washback in Language Testing: research contexts and methods, Lawrence Erlbaum Associates.
• Hawkey, R.A.H. (2004) A Progetto Lingue 2000 Impact Study, with special reference to Language Testing and Certification. In Milanovic and Weir (eds.) European language Testing Issues in a Global Context, Studies in Language Testing 18. CUP and Cambridge ESOL.
• Hamp-Lyons, L. (2003) 'Writing teachers as assessors of writing'. In B. Kroll (ed.), Exploring the Dynamics of Second Language Writing pp. 162-189. New York: CUP.
• Weir C.J. (2003) ‘A survey of the history of the Certificate of Proficiency in English (CPE) in the twentieth century’ In Weir, C.J. and M. Milanovic (eds.) Balancing Continuity and Innovation. A History of the CPE Examination 1913-2013, Studies in Language Testing 15. CUP and Cambridge ESOL.
• Daller, H., Treffers-Daller, J., Ünaldı, A. and Yıldız, C. (2002). ‘The development of a Turkish C-test’. In J. A. Coleman, R. Grotjahn and U. Raatz (eds.), University language testing and the C-test, AKS-Verlag.
• Hamp-Lyons, L. and B. Zhang. (2001) 'World Englishes: Issues in and from academic writing assessment'. In J. Flowerdew and M. Peacock (eds.), English for Academic Purposes: Research Perspectives pp.101-116. Cambridge: CUP
• Weir, C.J. (2001) 'The formative and summative uses of language test data’ In Elder,C. et al (eds.), Experimenting with Uncertainty, Studies in Language Testing 11. CUP and Cambridge ESOL.