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