LTF 2018


Programme & Presentation Slides

[ download the full conference programme ]

Friday 23rd of November 2018

TimeTitle & PresenterLocation
16:30-18:00RegistrationMain Entrance
17:00-18:00Drinks Reception (sponsored by Pearson)Dining Hall
18:00-18:15Welcome by Professor Anthony GreenDining Hall

The Cyril J. Weir Lecture

Dr. John Williams, University of Cambridge

Distinguishing implicit and explicit knowledge of language

Dining Hall
19:15Conference Dinner (sponsored by IELTS)Dining Hall

Saturday 24th of November 2018

TimeTitle & PresenterLocation
8:30 – 9:15RegistrationMain Entrance
9:15 – 9:30WelcomeRoom 1

Interactional competence in the workplace: challenges and opportunities

Evelina Galaczi (Cambridge Assessment English) & Lynda Taylor (CRELLA, University of Bedfordshire)

Room 1

How policy makers view language tests for professional registration

John Pill (Lancaster University) & Susy Macqueen (Australian National University)

Room 1

Language Proficiency Testing in Aviation – 10 years of challenges and solutions

Neil Bullock (International Civil Aviation English Association)

Room 1
11:00-11:30Coffee BreakRooms 4/5

A model for developing a localised test for teenagers

Sheryl Cooke, Jamie Dunlea, Judith Fairbairn, Kevin Rutherford & Richard Spiby (British Council)

Room 1

The Impact of Formative Assessment on Young English Learners’ Motivation and Achievement

April Jiawei Zhang (University of Sheffield)

Room 1
 Conference photograph at 12:30 followed by Lunch and Poster PresentationsSocial Learning
TimeTitle & PresenterLocation

Revisiting the CEFR Manual for Relating exams with the CEFR Companion Volume

Neus Figueras (University of Barcelona) & Jamie Dunlea (British Council)

Room 1>

The IELTS Speaking Test: What can we learn from examiner voices?

Chihiro Inoue, Nahal Khabbazbashi, Daniel Lam & Fumiyo Nakatsuhara (CRELLA, University of Bedfordshire)

Room 1

A Bayesian approach to improving measurement precision over multiple test occasions

Alistair van Moere & Sean Hanlon (Metametrics Inc)

Room 1
15:30-16:00Coffee BreakRooms 4/5

Cyril J. Weir Commemoration Event

A tribute to the life & work of the late Professor Cyril J. Weir, OBE, FAcSS

Organizers: Fumiyo Nakatsuhara & Sathena Chan (CRELLA)

Session chair: Barry O’Sullivan (British Council)

Speakers: Barry O’Sullivan (British Council), Hanan Khalifa (Cambridge Assessment English), <>Nick Saville (Cambridge Assessment English), Jin Yan (Shanghai Jiao Tong University), Sathena Chan (CRELLA), Lynda Taylor (CRELLA), Tony Green (CRELLA) Fumiyo Nakatsuhara (CRELLA)

Room 1
17:00-17:45UKALTA AGMRoom 1
18:30Informal Dinner at the Fox in Harpenden
(places are limited and can be booked at registration on a first come, first served basis)

Sunday 25th of November 2018

TimeTitle & PresenterLocation

The effects of task type and proficiency on L2 pausing behaviours in writing

Andrea Revesz (UCL), Marije Michel (University of Groningen), Xiaojun Lu (UCL), Nektaria Kourtali (University of Bath) & Lais Borges (UCL)

Room 1

The effects of task type and proficiency on L2 pausing behaviours in writing

Nathaniel Owen (Open University)

Room 1

Revalidating a CEFR benchmark study in a virtual environment

Voula Kanistra (University of Bremen / Trinity College)

Room 1
10:30-11:00Coffee BreakRooms 4/5

A Knowledge-based Vocabulary List (KVL): A Progress Report and Initial Findings

Norbert Schmitt (University of Nottingham)

Room 1


Combining stakeholder perspectives to improve the selection of tests for university entrance.

Organiser: Jamie Dunlea (British Council)

Discussant: Carolyn Westbrook (British Council)

Speakers: Anthony Keeble (Reading University), Diane Schmitt (Nottingham Trent University), Mark Griffiths (Freelance Testing Consultant) & John Pill (Lancaster University)

Room 1
TimeTitle & PresenterLocation
12:30Outstanding Student Presentation Award (sponsored by Cambridge Assessment English)
Best Poster Prize (sponsored by Text Inspector)
Closing (Barry O’Sullivan & Nahal Khabbazbashi)
Room 1
12.45Lunch (to take away)Rooms 4/5


  • Investigating the consequential validity of TEAP in the Japanese high school context (David Allen & Diane Nagatomo, Ochanomizu University)
  • English requirements for administrative staff in universities: different profiles, different levels (Julia Zabala & Cristina Perez Guillot, Universitat Politècnica de València)
  • Test takers’ predictive processing in C-tests: a comparison between native speakers and advanced learners of English (Michael Daller, University of Reading;  Guoxing Yu, University of Bristol & Roopa Leonard, University of Reading)
  • Validity of international and local English tests used in an EMI university (Myriam Iliovits, Lancaster University)
  • Examining international students’ classroom and test anxiety in UK Pre-sessional course (Napol Artmungkhun, University of Southampton)
  • Validating a group oral task in a university entry test: interactional resource usage in an academic context (Noor Asbahan Shahizan, Lancaster University)
  • Teacher-raters’ beliefs and their practices in scoring a high-stakes speaking test (Thuy Thai, University of Huddersfield)
  • Bridging the gap: IELTS preparation in China and Japan and ‘relearning’ academic conventions (Tony Clark, Cambridge Assessment English)
  • The cognitive appropriateness of the explanation speaking tasks for young EFL learners (Wenjun (Elyse) Ding, University of Bristol)
  • The connection between Chinese high-stakes test preparation school teachers’ language assessment literacy and their choice of teaching methods (Yuan Liu, University of Leicester)
  • Be specific: informational density in integrated writing tasks in an EAP test (Yuanyue Hao, University of Oxford)
  • Assessing academic English among Central European students for UK university admissions (Zoltán Lukácsi & Borbála Fűköh, Euroexam International)
  • Construction of the Malay Cross-linguistic Lexical Task (Jeanine Treffers-Daller, University of Reading; Ngee Thai Yap, Universiti Putra Malaysia; Ewa Haman, University of Warsaw; Magdalena Łuniewskac, University of Warsaw; Rogayah Razak, Universiti Kebangsaan Malaysia)

Pre-Conference Workshop

The LTF 2018 pre-conference workshop was on the topic of Qualitative Analysis and Coding using NVivo and was facilitated by Dr. Debra Allnock (University of Bedfordshire). LTF 2018 Pre-conference Workshop: Introduction to Qualitative Analysis and Coding using NVivo.  Workshop date: Friday 23 November 2018 (9:30 to 17:00)

Workshop Schedule

 SessionApproximate timingsContent
Introduction to the day and to qualitative analysis/coding9:30-10:30
  • Introduction/ overview of the day
  • Introduction to qualitative coding
  • Overview of the software, what is it, what it can and can’t do
Introduction to NVivo10:30-11:15
  • Introducing the key features of the software
Coffee break11:15-11:30 
Practical session 1: the basics11:30-12:30
  • Setting up a project
  • Importing documents (Word, PDFs)
  • Setting up folders / organising documents / creating sets
  • Setting up attributes/applying attributes to sources
  • Using memos
  • Annotations
  • Helpful tips in viewing screens (undocking)
  • Using colour codes
  • Creating case nodes (this is very fiddly and can take some time)
Practical session 2: creating nodes and coding1:15-2:15
  • Creating pre-defined nodes (parent and child nodes)
  • Creating relationship nodes
  • Coding text into pre-defined nodes
  • Creating new nodes while coding
  • Consolidating nodes (cutting, pasting, merging)
  • Editing nodes
Practical session 3: Working with your coded data/ analysis2:15-3:15
  • Introducing queries (text searches, basic coding queries, matrix coding)
  • Creating models (mind maps, models incorporating nodes)
Coffee break3:15-3:45 
Practical session 4: Sharing/documenting your project3:45-5:00
  • Running reports
  • Exporting from NVivo (reports, models, coding)
Debbie Allnock

Workshop Facilitator

Debra Allnock is a Senior Research Fellow at the International Centre: Researching child sexual exploitation, violence and trafficking at the University of Bedfordshire.  She obtained her PhD from the University of Bristol in 2015, specialising in child protection.  She has been a researcher for twenty-five years, having extensive experience in designing and conducting qualitative research.  She began using qualitative analysis software twenty years ago and now regularly uses NVivo for managing complex data and literature.  She delivers yearly training to post-graduate students and staff at the University of Bedfordshire and offers consultation and advice on building and maintaining projects.

Cyril J. Weir Lecture

Distinguishing implicit and explicit knowledge of language – John Williams (University of Cambridge)

Psychologists draw a distinction between implicit and explicit knowledge. I will discuss subjective, behavioural, and neurological criteria for distinguishing these knowledge types in the context of language. I will then discuss how these criteria relate to methods of knowledge measurement, and illustrate how they have been applied in laboratory-based language learning experiments. I will then discuss potential relevance to the assessment of second language knowledge more generally.

John Williams specialises in the cognitive mechanisms of second language learning and second language lexical and syntactic processing. His work draws on theoretical concepts and experimental methodologies from cognitive psychology and applies these to second language processing and learning using laboratory-based methods. His recent research focuses on implicit learning of form-meaning connections, and incidental learning of word order regularities. He has published numerous articles on these topics in journals such as The Journal of Experimental Psychology, Language Learning, Studies in Second Language Acquisition, and Applied Psycholinguistics. He has also written overview chapters on implicit learning (New Handbook of Applied Linguistics, Emerald) and working memory in second language acquisition (Handbook of Second Language Acquisition, Routledge) and is area editor of the Cognitive Approaches to Second Language Acquisition section of the Encyclopedia of Applied Linguistics (Wiley Blackwell). His current research concerns interactions between implicit and explicit knowledge in second language acquisition.

John Williams