Gwendydd Cauldwell (UK)

Moving towards a framework of reference for spoken production of young learners aged 13-15

Nick Glasson (UK)

A conversation analytic study of interaction in an online, unmediated collaborative speaking task.

Katherine Halley (UK)

The assessment of interactional competence required for multimodal HE digitally-mediated EMI classrooms in Japan and Malaysia.

This project investigates teacher and students’ interactional competence, specifically discoursal negotiation of meaning features, in digital higher education (HE) English as a medium of instruction (EMI) classes in Japan and Malaysia. With the advances of using online spaces due to the Covid-19 pandemic, the study will particularly address the required non-verbal, multimodal, and semiotic modes of IC in HE digital EMI classes.

Steven Jones (UK)

To what extent is the effectiveness of computer-mediated corrective feedback on higher-level features for academic writing influenced by timing and mode of delivery?

This project is a comparative study of the effectiveness of computer-mediated synchronous and asynchronous feedback for higher-level issues in academic writing. The primary purpose of the study is to analyse how the timing of feedback influences a learner's ability to successfully correct errors related to higher-level writing skills. The secondary purpose is to investigate the importance of the mode of delivery in computer-mediated feedback.

James Lesley (UK)

The Impact of English Medium Instruction on Learners’ Spoken Language Development in a Japanese University Context.

This research investigates the speaking skills and functions required to successfully undertake undergraduate EMI courses at a Japanese university. Moreover, the study examines what impact, if any, learning in EMI has on learners' speaking skills over one academic year. Through this learning period, the project also gathers students’ reflections on their spoken proficiency gains, perceived successes, and any identifiable challenges faced.

Jane Lloyd (UK)

How standard setting panellists arrive at their judgements of Reading items when in remote settings.

I am carrying out a systematic study of the judgement processes of expert judges who take part in standard setting panels for English language proficiency reading exams. Ideally, the judgements should be informed by the underlying theory of reading comprehension the test is based on, and by the performance level descriptors (PLDs) the test is aligning to. I am investigating how panel judgements could be made more valid, based on a series of amendments to standard setting activities.

Ian Newby (UK)

Reading-into-writing assessment in an EAP context

Mina Patel (UK)

Establishing a function-specific language assessment literacy framework.

This mixed methods study aims to explore the language assessment literacy needs of multiple stakeholders within one organisation. The stakeholders of focus are those that work with language testing and assessment in different roles, for example marketing, business development and customer service and yet have no background or training in it. The aim of the project is to identify the features of an assessment development framework for these stakeholders.

Margarida Pato (Portugal)

From concept to practice: A journey into the assessment of speaking in Portuguese classrooms

Anna Raneri

(Italy)

The Impact of Integrated Peer and Teacher-led Feedback on English Essay Writing Tasks

The research will investigate the impact of "blended feedback" (i.e. integrated teacher and peer-led feedback) on IELTS Academic essays and A-level equivalent 250/300-word English written tasks at Italian secondary schools. The study analyses how the writing process is informed and adjusted towards the writing of texts likely to be more concise, accurate, cohesive and appropriate in terms of organisation and progression of ideas. In addition to guiding learners towards bridging the gap between their current and desired writing performances, the outcome of the study will also inform future teacher training and CPD in Italy, thus encompassing "feedback delivery to improve essay writing" and "effective feedback delivery".