External Research Projects

Below is a list of external researchers who have carried out or are currently conducting research using data from Pearson Language Tests.

Al-Lawati, Z., Ph.D. candidate, Lancaster University, UK Investigating the characteristics of language test specifications and item writer guidelines, and their effect on item development  Supervisor: Brunfaut, T., Ph.D.

Brunfaut, T., Ph.D. & Revesz, A., Ph.D., Lancaster University, UK Tasks, proficiency, and assessing L2 listening comprehension

Bosker, H.R., Ph.D. candidate, Utrecht University, Netherlands Second language oral fluency: production and perception  Supervisor: De Jong, N.H., Ph.D.

Chan, S.H.C., MA candidate, University of Essex, UK An investigation into the composing processes in writing-only and reading-to-write test tasks: computer-assisted analysis and stimulated recall  Supervisor: Lilley, T.

Fox, J., Prof. & Fraser, W., Prof., Carleton University, Canada Standard Setting: Relating the Canadian Academic English Language (CAEL) Assessment to the Pearson Test of English Academic in the context of admission to tertiary study in Canada

Huhta, A., Ph.D. & Hirvelä, T., Ph.D., University of Jyväskylä, Finland  Diagnosing the development of writing ability

Jan, Y., Prof., Shanghai Jiaotong University, China Effects of skill integration on language assessment: A comparative study of PTE Academic and IB CET-6

Lim, Y.S., Ph.D. candidate, University of Illinois at Urbana Champaign, USA Empirically-based methods to develop and evaluate attributes in cognitive diagnostic assessment Supervisor: Douglas, J.A., Ph.D.   

Lu, L., Ph.D. candidate, Wollongong University, Australia Explore validity evidence on automatic essay scoring systems from the perspective of rating process  Supervisor: Tognolini, J., Prof.

Ma, J., Ph.D. candidate, Queen's University, Canada The effects of test preparation on Chinese test takers' PTE Academic performance, English language proficiency, and motivation of English language learning  Supervisor: Cheng, L., Prof.

McCray, G., Ph.D. candidate, Lancaster University, UK Statistical modelling of cognitive processing in reading comprehension in the context of language testing Supervisors: Brunfaut, T., Ph.D., Berridge, D., Prof., Alderson, J.C., Prof.

O'Loughlin, K., Ph.D., University of Melbourne, Australia Investigating frequency and range of academic vocabulary use in written test tasks and responses

Owen, N., MA candidate, University of Leicester  Can PTE Academic be used as an exit test for a course of academic English?  Supervisor: Fulcher, G., Ph.D.

Pae, H., Ph.D., University of Cincinnati, USA Construct validity of Pearson Test of English Academic: A multitrait-multimethod approach

Palani, M., MA candidate, Warwick University, UK Investigating the predictive validity of PTE Academic listening for understanding university lectures  Supervisor: Harsch, C., Ph.D.

Perrin, S., Ph.D., Sherazi S. N. & Drozynska A., Queen Mary College, University of London, UK Suitability of PTE Academic as an exit test for pre-sessional courses

Present-Thomas, R., Ph.D. candidate, Amsterdam VU University, Netherlands Linguistic parameters of writing performance at higher CEF levels  Supervisor: De Jong, J.H.A.L., Prof.

Riazi, M., Prof., Macquarie University, Australia Investigating the scalability and criterion-related (concurrent and predictive) validity of PTE Academic

Rukthong, A., Ph.D. candidate, Lancaster University, UK Investigating the listening construct underlying listening-to-summarize tasks
Supervisor: Brunfaut, T., Ph.D.

Shu, Z., Ph.D., University of North Carolina at Greensboro, USA Test cheating detection model

Song, X.M., Ph.D. candidate, Queen's University, Canada DIF investigations with Listening Subskills on the PTE Academic  Supervisor: Cheng, L., Prof.

Treffers-Daller, J., Prof., Williams, S., Prof., Parslow, P., Slaght, J., & Brewer, B., Ph.D., University of Reading, UK Automated assessment of lexical diversity and n-grams in essays of test takers of PTE Academic

Wei, W., Ph.D., Royal Melbourne Institute of Technology, Vietnam Can integrated skills tasks change students’ uses of learning strategies and materials? A case study using PTE Academic integrated skills items