Journal Articles

  • Chan, S. and Taylor, L. (2020). ‘Comparing writing proficiency assessments used in professional medical registration: A methodology to inform policy and practice’. Assessing Writing, 46, DOI:10.1016/j.asw.2020.100493
  • Green, A. and Van Moere, A. (2020). ‘Repeated test-taking and longitudinal test score analysis’. Language. Testing, 37(4), 475–481 DOI: 10.1177/0265532220934202
  • Khabbazbashi, N., & Galaczi, E. (2020). 'A comparison of holistic, analytic, and part marking models in speaking assessment'. Language Testing [Online First] DOI:10.1177%2F0265532219898635
  • 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. DOI:10.1177/0265532219879044
  • Nakatsuhara, F., Inoue, C., and Taylor, L. (in press, 2020) ‘Comparing rating modes: analysing live, audio and video ratings of IELTS Speaking Test performance’, 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. DOI:10.1111/modl.12620

  • Bax, S., & Chan, S. (2019) 'Using eye-tracking research to investigate language test validity and design', System, 83, 64-78.
  • Bax, S., Nakatsuhara, F., & Waller, D. (2019) 'Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels', System, 83, 79-95.
  • Chan, S. (2019) 'Book Review: Understanding Second Language Processing. A focus on Processability Theory', System, 81, 213-214.
  • Green A. (2019) ‘Restoring 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: 10.1080/15434303.2019.1602627
  • Hamp-Lyons L. (2019) 'Reflecting on the past, embracing the future', Assessing Writing, 42, article 100423. DOI:10.1016/j.asw.2019.100423
  • May, L., Nakatsuhara, F., Lam, D., & Galaczi, E. (2019) 'Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice', Language Testing [Online First]. DOI: 10.1177/0265532219879044  
  • 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', Language and Education, DOI: 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. DOI:

  • Chan, S. (2018) 'Paper-based vs computer-based writing assessment: divergent, equivalent or complementary?', Assessing Writing, 36, 1-2. DOI:10.1016/j.asw.2018.04.001
  • 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. DOI:10.29140/lea.v1n1.44
  • 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. DOI:10.1016/j.asw.2018.03.008
  • Galaczi, E.and Taylor, L. (2018) ‘Interactional competence: conceptualisations, operationalisations, and outstanding questions’, Language Assessment Quarterly 15/3, 219-236. DOI:10.1080/15434303.2018.1453816
  • Green, A. (2018) 'Linking tests of English for academic purposes to the CEFR: The score user’s perspective', Language Assessment Quarterly, 15(1), 59-74. DOI:10.1080/15434303.2017.1350685
  • Green, A. (2018) ‘Book review: Contemporary Second Language Assessment’, ELT Journal, Volume 72(1), January 2018, pp.117–119, DOI:10.1093/elt/ccx057
  • 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. DOI:10.1177/0265532218758126

  • Green, A. (2017) ‘Learning-oriented Language Test Preparation Materials:  A contradiction in terms?’ Papers in Language Testing and Assessment, 6(1): 112-132, DOI:
  • Green, A. (2017) 'Book review: Focus on Assessment', ELT Journal 71(1) pp.117-119. DOI:10.1093/elt/ccw078
  • Green, A. (2017) 'Linking tests of English for academic purposes to the CEFR: the score user’s 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. DOI:10.1177/0265532215595666
  • Nakatsuhara, F., Inoue, C. Berry, V., & Galaczi, E. (2017) ‘Exploring the use of video-conferencing technology in the assessment of spoken language: A mixed-methods study’, Language Assessment Quarterly, 14(1), 1-18. DOI: 10.1080/15434303.2016.1263637
  • 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. DOI:10.1016/j.amper.2017.01.001

  • 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). DOI:10.1080/09571736.2015.1130079
  • 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 DOI:10.1016/j.jeap.2015.03.003
  • 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. DOI: 10.1016/j.asw.2015.07.004
  • 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. DOI:10.1080/0969594X.2014.1003794
  • Macaro, E., Nakatani, Y., Hayashi, Y., and Khabbazbashi, N. (2014). ‘Exploring the value of bilingual language assistants with Japanese English as a foreign language learners.’ Language Learning Journal 42 (1): 41–54.DOI:10.1080/09571736.2012.678275
  • 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. DOI:10.1177/0265532213514401

  • Bax, S. (2011) ‘Normalisation Revisited: The Effective Use of Technology in Language Education’. International Journal of Computer-Assisted Language Learning and Teaching, 1(2), pp.1-15. DOI:10.4018/ijcallt.2011040101
  • Bax, S. (2013) 'The cognitive processing of candidates during reading tests: Evidence from eye-tracking'. Language Testing, 30, pp.441-465. DOI:10.1177/0265532212473244
  • Field, J. (2011) ‘Into the mind of the academic listener’. Journal of English for Academic Purposes, 10(2). Special issue on academic listening DOI:10.1016/j.jeap.2011.04.002
  • Field, J. (2011) 'Editorial introduction'. Journal of English for Academic Purposes, 10(2). Special issue on academic listening DOI:10.1016/j.jeap.2011.05.001
  • 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. DOI: 10.1080/0969594X.2011.574605
  • 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. DOI:10.1093/applin/amn035
  • Green, A.B. (2010) 'Requirements for Reference Level Descriptions for English', English Profile Journal, 1(1) DOI: 10.1017/S204153621000005X
  • Green, A. (2013) 'Washback in language assessment'. International Journal of English Studies, 13 (2), pp.39-51. DOI:10.6018/ijes.13.2.185891
  • 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). DOI:10.1177/0265532211413445
  • 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. DOI:10.1177/0265532209349471
  • 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.DOI:10.1017/S0267190509090126
  • Lam, D.M.K. (2012) '“Hey, you’ve missed the point!”: 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) ‘The English Profile Programme – the first three years’. English Profile Journal, 1(1). DOI:10.1017/S2041536210000061
  • Taylor, L. (2009) 'Developing assessment literacy'. Annual Review of Applied Linguistics, 29, pp.21-36. DOI:10.1017/S0267190509090035
  • 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, pp.195-203. DOI:10.1080/15434300903464426
  • Taylor, L. (2013) 'Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections'. Language Testing, 30, pp.403-412. DOI:10.1177/0265532213480338
  • Taylor, L (2014) General Language Proficiency (GLP): Reflections on the ‘issues revisited’ – in a special issue of Language Assessment Quarterly to celebrate 30th anniversary of the UK Language Testing Forum in 2010. DOI: 10.1080/15434303.2014.896366
  • 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. DOI:10.1016/j.jeap.2011.03.002
  • 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. DOI:10.1177/0265532209104665


Professor Tony Green
Director of CRELLA
University of Bedfordshire
Putteridge Bury
Hitchin Road
Luton, Bedfordshire


+44 (0)1582 489086