Published Research Reports
- Bax, S. (2015). Using eye-tracking to research the cognitive processes of multinational readers during an IELTS reading test. IELTS Research Report Series, No.2, 1-21.
- Bax, S., & Chan, S. (2016) Research the cognitive validity of GEPT High-Intermediate and Advanced Reading: An eye tracking and stimulated recall study. LTTC-GEPT Research Reports, RG-07, 1–47.
- Berry, V., Nakatsuhara, F., Inoue, C. & Galazci, E. (2018). Exploring the use of video-conferencing technology to deliver the IELTS Speaking Test: Phase 3 technical trial. IELTS Partnership Research Papers, 2018/1.
- Chan, S., Bax, S., & Weir, C. (2017). Researching participants taking IELTS Academic Writing Task 2 (AWT2) in paper mode and in computer mode in terms of score equivalence, cognitive validity and other factors. IELTS Research Reports Online Series, 2017/4, 1-47.
- Chan, S., Wu, R. Y. F., & Weir, C. J. (2014). Examining the context and cognitive validity of the GEPT Advanced Writing Task 1: A comparison with real-life academic writing tasks [PDF] LTTC-GEPT Research Report, 3, 1-91.
- Field, J. (2015) The effects of single and double play upon listening test outcomes and cognitive processing [PDF] London: British Council Assessment Research Group.
- Green, A. B. (2014) The Test of English for Academic Purposes (TEAP) Impact Study: Report 1 - Preliminary Questionnaires to Japanese High School Students and Teachers [PDF] Eiken Foundation of Japan.
- Green, T. & Inoue, C. (2017). Relating GEPT speaking tests to the CEFR. LTTC-GEPT Research Reports, RG-09. Retrieved from www.lttc.ntu.edu.tw/lttc-gept-grants/RReport/RG09.pdf
- Green, A, and O'Sullivan, B (2019) 'Language learning gains among users of English Liulishuo'. Hong Kong: LAIX.
- Khabbazbashi, N., Khalifa, H., Robinson, M., Ellis, S. (2016) 'The English Benchmarking Study in Maltese Schools: Technical Report 2015'. Cambridge: Cambridge English Language Assessment.
- Lam, D.M.K. (2019). Enhancing learning-oriented feedback for Cambridge English: First paired interactions [PDF]. Research Notes, 75, 1-25.
- Nakatsuhara, F. (2014). A Research Report on the Development of the Test of English for Academic Purposes (TEAP) Speaking Test for Japanese University Entrants – Study 1 & Study 2 [PDF] Eiken Foundation of Japan.
- Nakatsuhara, F., Joyce, D., & Fouts, T. (2014). A Research Report on the Development of the Test of English for Academic Purposes (TEAP) Speaking Test for Japanese University Entrants – Study 3 & Study 4 [PDF] Eiken Foundation of Japan.
- Nakatsuhara, F., Inoue, C., Berry, V., & Galaczi, E. (2016) Exploring performance across two delivery modes for the same L2 speaking test: Face-to-face and video-conferencing delivery: A preliminary comparison of test-taker and examiner behaviour [PDF]. IELTS Partnership Research Papers, 1.
- Nakatsuhara, F., Inoue, C., Berry, V., & Galaczi, E. (2017). Exploring performance across two delivery modes for the IELTS Speaking Test: Face-to-face and video-conferencing delivery (Phase 2). IELTS Research Reports Online Series, 2017/3.
- Nakatsuhara, F., Inoue, C. & Taylor, L. (2017). An investigation into double-marking methods: Comparing live, audio and video rating of performance on the IELTS Speaking Test. IELTS Research Reports Online Series, 2017/1.
- Nakatsuhara, F., May, L., Lam, D., & Galaczi, E. (2018). Learning oriented feedback in the development and assessment of interactional competence. Cambridge Assessment English Research Notes, 70.
- Nakatsuhara, F., Tavakoli, P. and Awwad, A. (2019) Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test. British Council Validation Series, VS/2019/001.
- Moore, Y. and Chan, S. (2018). Investigating the cognitive constructs measured by the Aptis writing test in the Japanese context. ARAGs Research Reports Online, AR-G/2018/3, 1-57.
- Tavakoli, P., Nakatsuhara, F. & Hunter, A. M. (2017). Scoring Validity of the Aptis Speaking test: Investigating Fluency across Tasks and Levels of Proficiency. ARAGs Research Reports Online, AR-G/2017/7, 1-56.
- Taylor, L. (2014) A Report on the Review of Test Specifications for the Reading and Listening Papers of the Test of English for Academic Purposes (TEAP) for Japanese University Entrants [PDF] Eiken Foundation of Japan.
- Taylor, L., & Chan, S. H. C. (2015). Reviewing the suitability of English language tests for providing the GMC with evidence of doctors' English proficiency. GMC Research Reports GMC133, 1-115.
- Weir, C. J. (2014) The Development of the Test of English for Academic Purposes (TEAP) Writing Test for Japanese University Entrants [PDF] Eiken Foundation of Japan.
- Bax, S. and Weir, C.J. (2012) Investigating learners' cognitive processes during a computer-based CAE Reading test, Cambridge ESOL: Research Notes: Issue 47 / February 2012 pp3-14
- Chan, S. H. C., Wu, R. Y. F., & Weir, C. J. (2014). Examining the context and cognitive validity of the GEPT Advanced Writing Task 1: A comparison with real-life academic writing tasks [PDF] LTTC-GEPT Research Report, 3, 1-91.
- Field, J. (2009). The cognitive validity of the lecture-based question in the IELTS Listening paper. IELTS Research Reports, 9, 17-65
- Green, A., & Hawkey, R. (2011). An empirical investigation of the process of writing Academic Reading test items for the International English Language Testing System. IELTS Research Reports, 11, 273-374
- Nakatsuhara, F. (2011). The relationship between test-takers’ listening proficiency and their performance on the IELTS Speaking Test. IELTS Research Reports, 12, 1-50
- Weir, C.J. (2013) Measured constructs: A history of Cambridge English language examinations 1913 - 2012, Research Notes: Issue 51/ February 2013 [PDF] pp2-10
- Weir, C. J., Chan, S. H. C., & Nakatsuhara, F. (2013) Examining the criterion-related validity of the GEPT advanced reading and writing tests: Comparing GEPT with IELTS and real-life academic performance. LTTC-GEPT Research Report, 1, 1-53 [PDF]
- Weir, C., Hawkey, R., Green, A., & Devi, S. (2009). The cognitive processes underlying the academic reading construct as measured by IELTS. IELTS Research Reports, 9, 157-189
- Weir, C., Hawkey, R., Green, A., Unaldi, A., & Devi, S. (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. IELTS Research Reports, 9, 97-156
- Green, A.B. (2008). English Profile: functional progression in materials for ELT, Research Notes 33: 19-24 University of Cambridge Local Examinations Syndicate.
- Taylor, L. (2008). Introduction. IELTS Research Reports, Volume 8 British Council/IDP Education Australia, Canberra, vii-xv
- Weir, C. J., & 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., & Khalifa, H. (2008). Applying a cognitive processing model to Main Suite Reading papers. Research Notes 31: 11-16. University of Cambridge Local Examinations Syndicate.
- Weir, C., O’Sullivan, B., & Horai, T. (2006). Exploring difficulty in Speaking tasks: An intra-task perspective. IELTS Research Reports, 6, 1-42
- Weir, C., O’Sullivan, B., Jin, Y., & Bax, S. (2007). Does the computer make a difference? The reaction of candidates to a computer-based versus a traditional hand-written form of the IELTS Writing component: effects and impact. IELTS Research Reports, 7, 1-37
address
Professor Tony Green
Director of CRELLA
University of Bedfordshire
Putteridge Bury
Hitchin Road
Luton, Bedfordshire
UK, LU2 8LE
telephone
+44 (0)1582 489086