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

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+44 (0)1582 489086

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