I started working at the Open University in summer, 2016 as a Research Associate in the Faculty of Wellbeing, Education and Language Studies. My role is to undertake and support research in the faculty and to identify funding opportunities for future research. I hold a PhD in the field of language testing and assessment from the University of Leicester.
My major area of interest is in testing and assessment of English as a second language. My PhD focused on comparative analysis of the reading sections of the IELTS and TOEFL iBT English language examinations. More broadly, this aligns with an interest in how human beings acquire and use language. I am also interested in the development of quantitative research instruments in social science, particularly the development of surveys and analysis of survey data.
As a PhD student, I have been involved in teaching modules in language testing and introductory quantitative research methods. My background is in teaching English as a foreign language. I taught English for three years in Spain, England and Australia before returning to University to complete a Madster's degree in Applied Linguistics and PhD in language testing.
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The TOEFL EMI project will draw on Evidence-Centred Design (ECD), identified as an important conceptual framework "for the design and delivery of educational assessments, organized around the idea of assessment as evidentiary argument" (Mislevy and Yin 2013). Within the ECD framework, the project will investigate the potential role of the TOEFL iBT examination in two diverse university contexts which use English as a medium of instruction (EMI), one in Sweden and the other in Nepal. Since reading is a key conduit by which university students must access content information, the project focuses on academic reading practices and on the potential role of TOIEFL iBT reading test materials in testing academic reading in such EMI settings. The project will accordingly research both domains in terms of academic reading practice and levels of ability, and as part of this will deploy TOEFL iBT reading tasks to test the reading of undergraduates in both contexts (n=100). If the TOEFL iBT exam is to be used in future in EMI contexts, such Domain Analysis is indispensable. The central aim of the project is therefore to elucidate the potential role of the TOEFL iBT test in testing academic reading in such contexts, and to recommend approaches to deploying the exam in such domains in future.