Completed PhD Students

Group of happy gradutes

Year of Completion Name Home Country Research Project
2024

Gwendydd Cauldwell

UK

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

2023

Regina A Davis

UK

A study of Fante native students’ perceptions of their learning of academic writing at the Methodist University College, Ghana (MUCG). (MPhil)

2023

Muhammad Tanveer

Oman

Developing test tasks that elicit the construct of English language proficiency (ELP) for employability

2023

Leonidas Tsampazis

UK An investigation into testing specific teaching strategies aimed to generate motivation
2022

Alun Roger

UK

Examining the Role of Rater Personality in L2 Speaking Tests

2020

Carolyn Westbrook

UK

The Impact of Input Task Characteristics on Performance on an Integrated Listening-into-Writing EAP Assessment

2020

Tanzeela Anbreen

Pakistan

An Investigation of the Revision Process of Candidates on a Computer-based Academic Writing Test

2020

Emma Bruce

UK

The Impact Of Time Allowances In An EAP Reading-to-Write Argumentative Essay Assessment

2020

Styliani Giorgou-Tzampazi

Greece

The effects of deductive, inductive and a combination of both types of grammar instruction in pre-sessional classes in higher education

2019 Edit Ficzere Hungary

Assessing L2 learners' pragmatic competence

2019 Safia Sheraz Pakistan Researching the cognitive processes involved in academic reading tests among native and non native English speakers, through eye tracking technology
2019 Hosam Darwish Egypt

Writer-Reader Interaction: Writer’s Stance in English L1 and L2

2019 Martine Holland UK

Testing academic literacy in reading and writing for university admissions (MA by Research)

2019 Laurence Kinsella UK

Vocabulary Size and Reading Comprehension in Elementary Level Emirati Learners of English

2019 Nicola Latimer UK

The role of cognitive processes in academic reading into writing tasks and the implications for the cognitive validity of international English language tests

2018 Ekaterina Kandelaki Georgia

Language behaviour and the contributing factors towards it among the Georgian ethnic minorities in Luton

2018 Stefan O'Grady UK Investigating the effects of task manipulation in an oral proficiency exam
2018 Thomas Rogers UK Exploring the influence of suprasegmental features of speech on rater judgements of intelligibility
2017 Mahan Aloysius Sri Lanka

Addressing the problems of English Language Teaching in Sri Lanka: teachers' commitment and students' performance

2017 Nuzhat Jafari UK

An investigation of the factors involved in lexical progression: evidence from implicit and explicit vocabulary acquisition

2017 Suwimol Jaiyote Thailand

The relationship between test-takers' first language, listening proficiency and their performance on paired speaking tests

2017 Hussain Sivardeen UK

Vocabulary acquisition through extensive reading of unsimplified English material

2017 Singanayagam Umashankar Sri Lanka

Washback effects of speaking assessment of teaching English in Sri Lankan Schools

2016 Mark Chapman UK

The effect of the prompt in high-stakes writing assessment

2016 Jamie Dunlea Australia

Validating a set of Japanese EFL proficiency tests: demonstrating locally designed tests meet international standards

2015

Nisreen Al-Khawaldeh

Jordan

The Speech Act of Thanking by Jordanian Speakers of English Across Cultural Longitudinal Pragmatic Study.

2015

Michael Corrigan

UK

Variation of Dimensional Structure Across Ability Levels in Language Proficiency Test.

2015

Shumaila Mermon

Pakistan

Relationship Between Reading Attitudes in Home Language and Second Language in a Multi-Lingual Context.

2015

Sanaulla Ansari

Pakistan

Researching Sindhi and Urdu Students' Reading Habits and Reading Performance in a Pakistani University Context.

2015

Serge Korevaar

Holland

The Impact of Computer Interface Design on Lower Level Saudi EFL Students' Performance on a L2 Reading Test.

2015

Daniel Waller

UK

Investigation into the Features of Written Discourse at Levels B2 and C1 of the CEFR.

2014

Sathena Chan

Hong Kong

Establishing the Validity of Reading-into-writing Test Tasks for the UK Academic Context

2014

Joanna Bhatti

Poland

The Communication of Emotions in England and Poland: Compliments and Refusals.

2012

Kozo Yanagawa

Japan

Validation of the Listening Comprehension Test of the Center Test in Japan in relation to contextual parameters and cognitive processing

2012

Burana Khaokaew

Thailand

An Investigation of Reading Strategies and the Effects of Strategy Instruction on EFL Reading: The Case of first-year Undergraduate English Major Students at Rajamangala University of Technology Isan, Thailand

2011

Weiju Liao

Taiwan

The Cross-cultural Adjustment of EFL Expatriate Teachers in Taiwan

2011

Hanna Stoever

Germany

Metaphor and Relevance Theory: A New Hybrid Model

2011

Rachel Wu

Taiwan

Establishing the Validity of the General English Proficiency Test Reading Component through a Critical Evaluation on Alignment with the Common European Framework of Reference

2010

Sarojani Devi

Malaysia

Investigating the Academic Reading of First-year Undergraduates at a British university

2010

Aylin Unaldi

Turkey

Investigating Reading for Academic Purposes: Sentence, Text and Multiple Texts

2009

Nick Saville

UK

Developing a Model for Investigating the Impact of Language Assessment within Educational Contexts by a Public Examination Provider

2009

Qian Zhang

China

Motivation Change of Chinese Undergraduate Students in Second Language Acquisition: The Transition from Home Cultural Setting to the Host Country

 

Group of PhD students

address

Professor Tony Green
Director of CRELLA
University of Bedfordshire
Putteridge Bury
Hitchin Road
Luton, Bedfordshire
UK, LU2 8LE

tony.green@beds.ac.uk

telephone

+44 (0)1582 489086

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