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Selected Recent Publications by CRELLA Staff

Authored books

Studies in Language Testing 25, IELTS
  • Milanovic, M. and Weir, C. J. (forthcoming) Measured constructs: A history of the constructs underlying English language examinations 1913-2012. Cambridge: Cambridge University Press
  • Bax, S. (forthcoming) Discourse and Genre. Palgrave Macmillan.
  • Green, A. (forthcoming). Theoretical and empirical bases for language construct definition across the ability range. Cambridge: Cambridge University Press.
  • Nakatsuhara, F. (forthcoming) The Co-construction of Conversation in Group Oral Tests. Peter Lang.
  • Khalifa H and C.J Weir (2009) Examining Reading:  Research and practice in assessing second language reading, Studies in Language Testing 29, Cambridge: UCLES/Cambridge University Press
  • Hawkey, R.A.H. (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: Cambridge University Press and Cambridge ESOL.
  • Green, A.B. (2007) IELTS Washback in Context: Preparation for academic writing in higher education Studies in Language Testing 25. Cambridge University Press and Cambridge ESOL.
  • Shaw, S and C.J. Weir, (2007) Examining Writing in a Second Language, Studies in Language Testing 26. Cambridge University Press and Cambridge ESOL.
  • Hawkey, R.A.H. (2006) Impact Theory and Practice: studies of the IELTS test and Progetto Lingue 2000, Studies in Language Testing 24. Cambridge University Press and Cambridge ESOL.
  • Hamp-Lyons, L. and B. Heasley. (2006) Study Writing (new edition), Cambridge, England: Cambridge University Press.
  • Weir, C.J. (2005) Language Testing and Validation: an evidence based approach, Palgrave MacMillan.
  • Hawkey, R.A.H. (2004) The CELS: developing a modular approach to testing English language skills, Studies in Language Testing 16. Cambridge University Press and Cambridge ESOL.
  • Hamp-Lyons, L. and W. Condon. (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. Cambridge University Press 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.), (2009) Language Testing Matters: Investigating the wider social and educational impact of assessment. Studies in Language Testing 31. Cambridge:  Cambridge University Press and Cambridge ESOL..
  • Taylor, L. and Weir, C.J. (eds.) (2008) Multilingualism and Assessment: Achieving transparency, assuring quality, and sustaining diversity, Cambridge University Press.
  • Milanovic, M. and Weir, C.J. (eds.) (2004) European language testing in a global context. Studies in Language Testing 18.  Cambridge University Press and Cambridge ESOL.
  • Weir, C.J. and M. Milanovic (eds.) (2003) Continuity and Innovation: A History of the CPE Examination 1913-2002, Studies in Language Testing 15. Cambridge University Press and Cambridge ESOL.

Articles in peer reviewed journals

Assessment in Education
  • Green, A., 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
  • Nakatsuhara, F. (2008) Inter-interviewer variation in oral interview tests, ELT Journal, 62(3): 266-275.
  • Green A 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 A. Davies. (2008). The Englishes of English Tests. World Englishes, 27(1), 26-29.
  • Green, A.B. (2007) Washback to learning outcomes: a comparative study of IELTS Preparation and University presessional language courses, Assessment in Education14(1), pages 75-97.
  • Shiotsu, T. and C.J. Weir (2007) The relative significance of syntactic knowledge and vocabulary breadth in the prediction of second language reading comprehension test performance, Language Testing 24(1), pages 1-30.
  • Hawkey, R.A.H., Thompson, S. and Turner, R. (2007) The development of a video database for language educational research projects, Learning, Media and Technology, 32(1), pages 83-97.
  • Zegarac, V. (2006) Believing In: A Pragmatic Account, Lingua 116, pages 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), pages 1-33.

  • Hawkey, R.A.H. (2006) Teacher and learner perceptions of language learning activity. English Language Teaching Journal, 60(3), pages 242-252.

    Lingua
  • Green, A.B. (2006) Watching for washback: observing the influence of the IELTS academic writing test in the classroom. Language Assessment Quarterly, 3(4) pages 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) pages 113-134.
  • 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), pages 282-300.
  • Zegarac, V. (2005) Ideology and ostensive-inferential communication. International Journal of Pragmatics 14, pages 155-171.
  • 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), pages 66-71.
  • Green, A. B. (2005) EAP study recommendations and score gains on the IELTS Academic Writing test. Assessing Writing, 10(1), pages 44-60.
  • Gan, Z., G. Humphreys and L. Hamp-Lyons. (2004). Understanding successful and unsuccessful EFL students in Chinese universities. Modern Language Journal, 88, (2), pages 229-244.

  • Hawkey, R.A.H. and Barker, F. (2004) Developing a common scale for the assessment of writing. Assessing Writing 9(2), pages 122-159.

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

Chapters in edited books

  • Green, A. and O’Sullivan, B. (forthcoming). Context Validity. In Taylor, L. (ed.) Examining Speaking: Theory, practice and research. Cambridge: Cambridge University Press.
  • Green, A.  (forthcoming). Placement Testing. In Coombe, C., O’Sullivan, B., Davidson, P., and Stoynoff, S. (eds.) The Cambridge Guide to Language Assessment. Cambridge: Cambridge University Press.
  • Green, A. and Hawkey, R. (forthcoming). Marking, Rating Scales and Rubrics. In Coombe, C., O’Sullivan, B., Davidson P., and Stoynoff S. (eds.) The Cambridge Guide to Language Assessment. Cambridge: Cambridge University Press.
  • Weir C. J. and B O’Sullivan (in press) Language testing = validation. In O’Sullivan, B. (ed.) Language Testing: Theories and Practices. Basingstoke: Palgrave ‘Advances in Linguistics’ series.
  • Green, A.  (forthcoming). 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.
  • O’Sullivan, B. and Nakatsuhara, F. (forthcoming) Quantifying Conversational Styles in Group Oral Test Discourse. In O’Sullivan, B. (ed.) Language Testing: Theories and Practices. Basingstoke: Palgrave ‘Advances in Linguistics’ series.
  • Green, A. and Hawkey, R. (forthcoming) 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.
  • Žegarac, V. (forthcoming) Phatic Communication, article to be published in the Routledge Encyclopaedia of Pragmatics, edited by Louise Cummings. Žegarac, V. (forthcoming) Metadiscourse markers in IELTS texts and in textbooks for undergraduate students, in IELTS Research Reports, British Council.
  • 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: Cambridge University Press.  
  • Weir, C. J., Hawkey, R. Green, T., Devi, S. (2009a) 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.
  • 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 A. Curtis (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 B. Huot and P. O’Neill (eds.) Assessing Writing: A critical sourcebook. Bedford/St. Martins.
  • Hamp-Lyons, L. (2009) The Challenges of Second-Language Writing Assessment. Ch. 21. In B. Huot and P. O’Neill (Eds.) Assessing Writing: A critical sourcebook. NCTE.
  • Hawkey, R.A.H. (2009) Consequential validity, in Taylor and Weir (eds) Examining Speaking, Cambridge: Cambridge University Press 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: Cambridge University Press and Cambridge ESOL. 
  • 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/ Cambridge University Press: 321-336
  • Zegarac, V. (2008) Culture and Communication in H. Spencer-Oatey (ed.) Culturally Speaking (2nd edition).  London:  Continuum.
  • 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.

    Language Assessment Quarterly
  • 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., B. O’Sullivan and T. Horai, (2006) 'Exploring Difficulty in Speaking Tasks: an Intra-task Perspective'. IELTS Research Report No.6, pages 119-160, British Council and IDP Australia.
  • 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.
  • 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. Cambridge University Press 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: Cambridge University Press.

  • 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. Cambridge University Press and Cambridge ESOL.

    Language Testing
  • 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.
  • 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. Cambridge University Press and Cambridge ESOL.
  • 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: Cambridge University Press.
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