CRELLA: Examples of current research students' topics and additional areas of interests

Language learning and assessment

Frameworks and standards

• Critical analysis of the problems of benchmarking an examination to the Common European Framework
• The nature of the language produced by learners at different levels of the CEFR from the perspective of communicative language functions

Washback

• Washback of a test in relation to test design from a socio-cognitive perspective
• Possible washback effects of various test formats e.g. multiple-choice, cloze
• Does targeted vocabulary learning help develop reading skills and promote rapid vocabulary acquisition?

Speaking skills assessment

• Effects of pre-task planning time (and/or pre-task planning conditions) on paired and group oral test performance
• An investigation into task qualities and conditions in speaking tests
• The Impact of listening proficiency on speaking test performance
• Cognitive processing in speaking and or listening

Test validation

• Validation of reading, listening, writing or speaking tests in relation to the socio-cognitive framework developed in CRELLA
• Validating integrated tests (e.g., reading into writing, listening into speaking) using the socio-cognitive framework
• Establishing the validity of a diagnostic test of reading, listening, writing or speaking
• The delivery of language test through new media such as the mobile telephone, tablet PC, podcasting and similar innovative modes
• Validating locally developed EFL proficiency tests
• Relationship between language test(s) and real life activities
• The relationship between various test facets and test performance
• Validity of different test formats for testing reading, listening, speaking or writing or integrated language use

Dimensionality in language assessments

• Variation of dimensional structure across ability levels in language proficiency tests
• Relationship between listening proficiency and speaking performance in various test formats
• A study of relationship between overall English proficiency and English reading, listening, writing or speaking proficiency

Technology and language test delivery

• The effect of interface-design on computer-based test outcomes of reading as a second language
• The use of technology in the process and delivery of language assessment