91¿ìÉ«

Total funding: £1 million (£33k in REF2014; £475K during REF2021; £491K so far for REF2029) in three strands of research.

Strand 1 - Reshaping international language test design: The integrated/multimodal approach (total research funding: £445K)

1. The multimodal approach of language assessment. Funded by Cambridge Assessment. 2024-present. PI.
2. PC vs tablet IELTS Writing. Funded by IELTS Research Programme. 2022-2024 Completed. PI.
3. Scoping the way forward for OCR’s GCSE English Language. Funded by Research England Funding (UoB). 2024-present. Co-PI.
4. Researching better listening formats. Funded by Research England Impact Generation and Acceleration Fund (UoB). 2023-2023 Completed. Co-I.
5. Research on the design of a new multimodal EAP assessment. Funded by Cambridge Assessment. 2021-2022. Completed. PI.
6. Researching summary writing across modalities. Funded by Pearson Research Grants. 2021-2023 Completed. PI.
7. Research on the design of a new mobile-assisted writing test. Funded by EnglishScore. 2021-2023. PI.
8. Define the language construct for Young learners in the digital age. Funded by British Council - Aptis Research Grants. 2022-2023. Completed. PI.
9. Redefine multimodal Academic English in digital age. Funded by Cambridge Assessment. 2021-2023 Completed. PI.
10. Research on multimodal lecture listening in EAP context. Funded by IELTS Research Programme. 2020-2024 Completed. Co-I.
11. Research on the design of a new mobile-assisted reading test. Funded by EnglishScore. 2019-2020 Completed. Co-PI.
12. Features of integrated summary writing. Funded by Pearson Research Grants. 2018-2020 Completed PI.
13. Online Primary English Adaptive Test. Funded by British Council Uruguay. 2018-2019 Completed. Co-I.
14. Online learning-oriented assessment. Funded by Shangruitong (China). 2017-2018. Completed. PI.
15. Systemic review of research on IELTS Reading for future directions. Funded by British Council. 2017-2018 Completed. PI.
16. Systemic review of research on IELTS Writing for future directions. Funded by British Council. 2017-2018 Completed. Co-PI.
17. Paper-based vs computer-delivered IELTS writing. Funded by IELTSjointed-funded programme. 2016-2018 Completed. PI.
18. Redevelopment of ISE Reading and Writing. Funded by Trinity College London. 2015-2016 Completed. PI

Strand 2 - Multi-disciplinary neuro-cognitive and AI research for language testing (total research funding: £324K)

19. Writing behaviors, neuro-cognitive processes, and their relationships to test scores and cognitive individual differences. Funded by English Testing Services (US). 2025-present. Co-PI.
20. Human, AI, or both? ChatGPT impact on IELTS essay evaluations. Funded by IELTSjointed-funded programme. 2024-present. Co-I.
21. TextInspector/CRELLA automated text analysis Study 3. Funded by TextInpsector. 2024-present. PI.
22. The impact of automated editorial tools on test taker process and performance. Funded by British Council Assessment Research Grant. 2024-present. Co-PI.
23. Use of eye-tracking to support readers with dyslexia (feasibility study). Funded by Research England Funding (UoB). 2024-2024 Completed. PI.
24. Relationship between motivation and feedback for ESL students in an EMI context. Funded by LTTC (Taiwan). 2022-2023 Completed. Co-I.
25. Automated scoring model to assess discourse competence in L2 writing. Funded by British Council Assessment Research Grant. 2022-2023 Completed. PI.
26. TextInspector/CRELLA automated text analysis Study 2. Funded by TextInpsector. 2021-2022 Completed. PI.
27. Eye-tracking study on reading and listening. Funded by Cambridge Research Prog. 2019-2020 Completed. PI.
28. TextInspector/CRELLA automated text analysis Study 1. Funded by TextInpsector. 2019-2020 Completed. PI.
29. Keystroke logging study on revisions in L2 writing: L1 vs EFL writers. Funded by British Council Assessment Research Grant. 2018-2020 Completed. PI.
30. Investigate integrated reading-into-writing processes across proficiency levels. Funded by Trinity College London. 2016-2018 Completed. PI.
31. Eye-tracking study on reading processes across item types. Funded by LTTC (Taiwan). 2016-2018 Completed. Co-PI.
32. The cognitive validity of GEPT Advanced writing test. Funded by LTTC (Taiwan). 2014-2015 Completed. PI.

Strand 3 - Expert advice enabling professional registration bodies to select tests for registration purposes & Expert scrutiny of high-stakes language tests (total research income: £193k)

33. Expert test scrutiny – Pearson PTE Core. Funded by Pearson. 2015-present. PI.
34. Expert Test Scrutiny – BESTEP writing in EMI context. Funded by LTTC (Taiwan). 2024-present. PI.
35. Expert test scrutiny – Pearson the revised PTE Academic. Funded by Pearson. 2024-2024 Completed. PI.
36. Use of test scores for registration purposes. Funded by Nursing and Midwifery Council. 2022-2022 Completed. Co-PI.
37. Equivalence of language tests for registration purposes. Funded by the General Medical Council. 2014-2015 Completed. Project Lead.
38. Comparing GEPT with real-life academic writing. Funded by LTTC (Taiwan). 2013-2014. Completed. Co-PI.

Scopus: 57.1% publication in top citation percentiles; 100% in top 25% journals

• Chan, S., Sathyamurthy, M., Inoue, C., Bax, M., et al. (2024). Integrating Metadiscourse Analysis with Transformer-Based Models for Enhancing Construct Representation and Discourse Competence Assessment in L2 Writing: A Systemic Multidisciplinary Approach. Journal of Measurement and Evaluation in Education and Psychology, 15(Special Issue), 318-347. https://doi.org/10.21031/epod.1531269
• Chan, S. and May, L. (2023). Towards more valid scoring criteria for integrated reading-writing and listening-writing summary tasks. Language Testing, 40 (2), 410-439
• Khabbazbashi, N., Chan, S. and Clark, T. (2023). Towards the new construct of academic English in the digital age, ELT Journal, 77(2), 207-216
• Chan, S. and Yamashita, J. (2022). Integrated writing and its correlates: A meta-analysis. Assessing Writing, 54, 100662.
• Latimer, N. and Chan, S. (2022). Eye-tracking L2 students taking online multiple-choice reading tests: Benefits and challenges, International Journal of TESOL Studies, 4(1), 83-104.
• Chan, S. & Taylor, L. (2020). Comparing writing proficiency assessments used in professional medical registration: A methodology to inform policy and practice. Assessing Writing, 46, 1-12.
• Chan, S. (2019) Book review: Understanding Second Language Processing. A focus on processability theory. System, 81, 213-214.
• Bax, S. & Chan, S. (2019) Using eye-tracking research to investigate language test validity and design. System, 83, 64-78.
• Chan, S. (2018). Some evidence of the development of L2 reading-into-writing skills at three levels. Language Education and Assessment, 1, (1), 9-27.
• Chan, S. (2018). Paper-based vs computer-based writing assessment: divergent, equivalent or complementary? Assessing Writing, 36, 1-2.
• Chan, S., Bax S. and Weir. C. (2018). Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test. Assessing Writing, 36, 32-48.
• Chan, S. (2017). Using keystroke logging to understand writers' processes on a reading-into-writing test. Language Testing in Asia, 7(10), 1-27.
• Chan, S., Inoue, C., & Taylor, L. (2015). Developing rubrics to assess the reading-into-writing skills: A case study. Assessing Writing, 26, 20-37.

• Chan, S. (in press). Assessment of Writing. In Chapelle, C. A. (eds). The Encyclopaedia of Applied Linguistics. John Wiley & Sons.
• Inoue, C & Chan, S. (in press). Language Testing and Technology. In Farr, F & Murray, L (eds), The Routledge Handbook of Language Learning and Technology, 2nd Edition, Chapter 10. Routledge​.
• Chan, S. (2024). Differences in L2 reading and Listening. In Wagner, E., Batty, A. O. & Galaczi, E. (eds), The Routledge Handbook of Second Language Acquisition and Listening, Chapter 9 (pp.116-13). Routledge.
• Chan, S. (2024) Using keystroke logging research to inform the cognitive validity of writing tests. In G, Yu and J. Xu (eds). Language Test Validation in a Digital Age. Studies in Language Testing vol. 52, Chapter 7. Cambridge 91¿ìÉ«Press.
• Chan, S. & Latimer, N. (2020). Construct definition at the heart of language assessment. Focusing on academic reading. In Saville, N. & Taylor, L. (Ed.) Lessons and Legacy: A Tribute to Professor Cyril J Weir (1950–2018), Studies in Language Testing vol. 50 Chapter 5 (pp.105-131). Cambridge: Cambridge 91¿ìÉ«Press
• Weir, C. & Chan, S. (2019). Research and practice in assessing academic English: the case of IELTS. Studies in Language Testing vol. 51. Cambridge: Cambridge 91¿ìÉ«Press.
• Chan, S. (2018) Defining Integrated Reading-into-Writing Constructs: Evidence at the B2 C1 Interface. English Profile Series Studies 08. Cambridge: Cambridge 91¿ìÉ«Press.

• Chan, S., Révész, A., Rong, X. & Latimer, N. (2024). Comparing IELTS Academic Writing Task 2 on computer and tablet: test takers’ performance, writing processes and perception. IELTS Research Reports.
• Khabbazbashi, N and Chan, S. (2024) Towards new task types in the digital age: perspectives from different educational contexts. British Council ARAG research reports.
• Latimer, N., Inoue, C, Lam, D & Chan, S. (2024) The road to understanding in lecture listening: Cognitive processes engaged in the integration of auditory and textual information. IELTS Research Reports.
• Chan, S. and May, L. (2023). Enhancing ways to score summary responses on PTE Academic integrated tasks: comparing candidates’ performances across multiple modalities. Pearson Research Reports.
• Bax, A., Sathyamurthy, M., Chan, S. Inoue, C. & Oyekan, J. (2023). Towards building an automated scoring model for assessing use of metadiscourse markers in Aptis Writing across CEFR levels: A multidisciplinary study. British Council ARAG research reports.
• Nakatsuhara, F., Lam, D., Jones, J. Chan, S., Chen, S & Wu, Rachel. (2023). Exploring the dynamic relationship between Dr. GEPT feedback and learners’ L2 motivation. LTTC research reports.
• Chan, S., Lam, D. and Green, A. (2022). Investigating the online revision behaviours among ESL and L1 English test-takers on Aptis for teens advanced writing test. ARAGs Research Reports.
• Chan, S. and May, L. (2022). Enhancing ways to score summary responses on PTE Academic integrated tasks: comparing candidates’ performances across multiple modalities. Pearson Research Reports.
• Green, A. and Chan, S. (2022). Report to the Nursing and Midwifery Council on language test policy, Nursing and Midwifery Council Research Report, p.1-27.
• Chan, S. and Khabbazbashi, N. (2021). EAP Assessment Reimagined. Cambridge Assessment English Research Report, 1-12. Cambridge Assessment English Research Reports.
• Chan, S. and Khabbazbashi, N. (2020). Academic English in the digital age: current trends and future possibilities. Cambridge Assessment English Research Reports.
• Chan, S. and Inoue, C. (2020). An investigation of Text Inspector’s methodology of text analysis. Weblingua LTD Research Reports.
• Chan, S. & Latimer, N. (2020). The cognitive processes of B1, B2 and C1 students performing the Linguaskill extended listening and reading tasks: an eye-tracking investigation. Cambridge Assessment English Research Reports.
• Chan, S., Bax S. and Weir. C. (2017). Researching participants taking IELTS Academic Writing Task 2 (AWT2) in paper mode and in computer mode. IELTS Research Reports Online Series, No. 4. British Council, Cambridge English Language Assessment and IDP: IELTS Australia.
• Bax, S. and Chan, S. (2016). Researching the cognitive validity of GEPT high-intermediate and advanced reading: An eye tracking and stimulated recall study. LTTC-GEPT Research Reports, RG-07, 1–38.
• Moore, Y., & Chan, S. (2016). Investigating the cognitive constructs measured by Aptis Writing Test in the Japanese context: a case study. Aptis Asia Research Grants Online Reports.
• Taylor, L. & Chan, S. (2015). Reviewing the suitability of English language tests for providing the GMC with evidence of doctors' English proficiency. GMC Online Research Reports.
• Chan, S. and Inoue, C. (2014). Redevelopment of Integrated Skills of English. Trinity Research Reports.
• Chan, S., Wu, R. Y. F. & Weir, C. J. (2014). Examining the context and cognitive validity of the GEPT Advanced Writing Task 1: A comparison with real-life academic writing tasks. LTTC-GEPT Research Reports, RG-03, 1–92. https://www.lttc.ntu.edu.tw/lttc-gept-grants/RReport/RG03.pdf
• Weir, C. J., Chan, S., & Nakatsuhara, F. (2013). Examining the criterion-related validity of the GEPT Advanced Reading and Writing Tests. LTTC-GEPT Research Reports, RG-01, 1–43.

• Chan, S. (with SW Chong), ‘Official launch of Research Synthesis in Applied Linguistics Journal’, online, 13 January 2025.
• Chan, S. (with SW Chong) invited by BAAL Research Synthesis in Applied Linguistics SIG, ‘Introducing the Research Synthesis in Applied Linguistics journal’, BAAL Research Synthesis in Applied Linguistics SIG Annual Event (online), 4 Dec 2024.
• Chan, S. invited by City 91¿ìÉ«of Macau, ‘Research questions and Methods in Education’, City 91¿ìÉ«of Macau Faculty of Education, December 2024.
• Chan, S. and May, L., UKALTA Annual Conference - Language Testing Forum, ‘Features of learner performance on multimodal reading/viewing-speaking and listening-speaking tasks: a mixed-methods investigation’, 22-24 November 2024, Bedford.
• May, L. and Chan, S., Applied Linguistics ALAA/ALANZ/ALTAANZ Conference 2024, ‘Exploring features salient to experts in integrated speaking tasks’, 25-27 November 2024, 91¿ìÉ«of Tasmania, Launceston, Australia.
• Chan, S. and May, L, CRELLA Spring Seminar, ‘Introducing a mixed-methods approach to analysing responses to integrated speaking tasks’, online, May 2024
• Chan, S., Nhabbazbashi, N. and Clark, T., The 45th Language Testing Research Colloquium (LTRC), ‘Multimodal EAP assessment reconceptualised’, Innsbruck, July 2024.
• Latimer, N., Inoue, C., Chan, S, et al., The 45th Language Testing Research Colloquium (LTRC), ‘The road to understanding in lecture listening: how students integrate auditory and textual information’, Innsbruck, July 2024.
• Chan, S., The 20th Annual EALTA Conference, ‘Research on integrated writing in the past 4 decades: insights from a meta-analysis study’, European Association of Language Testing and Assessment, Belfast, June 2024.
• Chan, S. and Lam, D., UKALTA Annual Conference - Language Testing Forum, ‘On-line revision behaviors and meaning-related revisions among ESL and L1 English adolescent test takers’, Lancaster 91¿ìÉ«(online), November 2021.
• Chan, S. (with L May) invited by Pearson, ‘Towards more valid scoring criteria for summary tasks’, Pearson Technical Advisory Annual Meeting – The Future of Language Testing, April 2021.
• Chan, S. and May, L., AiLA World Congress 2021, ‘Summarising skills at different proficiency levels: Rater perspectives on reading-into-writing and listening-into-writing performances’, International Association of Applied Linguistics, Netherlands, June 2021.
• Chan, S. invited by 91¿ìÉ«of Birkbeck, ‘Keystroke logging to investigate writing processes: opportunities and challenges’, Department of Applied Linguistics and Communication Research Seminar Series, February 2020.
• Chan, S. and Lam, D., ‘Keystroke logging as evidence of writing proficiency: Opportunities and challenges’, New Directions Series, Yokohama, Japan, December 2019.
• May, L. and Chan, S., The 6^th Annual International Conference of AALA, ‘What summarizing skills are we assessing? Rater perspectives on reading-into-writing and Listening-into-Writing Performances’, Asian Association for Language Assessment, Hanoi, October 2019.
• Chan, S. invited by 91¿ìÉ«of York, ‘Researching integrated assessment: process, product and performance’, Department of Education Research Seminar Series, February 2019.
• Chan, S. invited by Cambridge English Assessment, ‘Continuity through innovation: where next for IELTS?’, Cambridge Research Seminar Series, January 2019.
• Chan, S., BAAL TEASIG Annual Conference, ‘Developing integrated rating scales: Criterial features of L2 reading-into-writing performance’, 91¿ìÉ«of Northampton, April 2018.
• Chan, S. invited by Queen Mary 91¿ìÉ«of London, ‘Assessing students' academic reading-into-writing abilities’, School of Languages, Linguistics and Film Applied Linguistics Seminars, January 2018.
• Chan, S. and Lam, D, New Directions Conference 2017, ‘The impact of developing an assessment platform on teacher assessment literacy’. The British Council, Shanghai,China, December 2017.
• Chan, S., The 4^th AALA International Annual Conference, ‘Researching the cognitive validity of a reading test at two levels: An eye-tracking and stimulated recall study’. The Language Training and Testing Center, Taipei, June 2017.
• Chan, S. invited by 91¿ìÉ«of Essex, ‘Investigating the cognitive validity of EAP writing tests’, Department of Linguistics Research Seminar Series, December 2016.
• Chan, S., Language Testing Forum 2016, ‘Comparing the cognitive validity of a computer-based and paper-based EAP writing test’, Unviersity of Reading, November 2016.
• Chan, S., Language Testing Research Colloquium 2014, ‘Reading-into-writing: construct definition, task design and scale development', International Language Testing Assoication, Amsterdam, Netherlands, June 2014.
• Chan, S., Language Testing Research Colloquium 2014, ‘Collecting context and cognitive validity evidence of the GEPT Advanced Writing Test.’ International Language Testing Assoication, Amsterdam, Netherlands, June 2014.
• Chan, S., The 5^th ALTE International Conference, 'The context validity of integrated reading-into-writing test task', Cité Internationale Universitaire de, Paris, France, April, 2014.
• Chan, S and Bax, S., ‘Reading processes in GEPT reading tests', 91¿ìÉ«of Lancaster/CRELLA Eye Tracking Research Series, June 2015.
• Chan, S., The 9th Annual EALTA Conference, ‘Establishing the cognitive validity of EAP reading-into-writing tests.’ 91¿ìÉ«of Innsbruck, Austria, June 2012.
• Chan, S., Language Testing Forum 2011, ‘An investigation of the cognitive validity of EAP reading-into-writing test tasks’, 91¿ìÉ«of Warwick, UK, November 2011.
• Chan, S. invited by Pearson, ‘The composing processes elicited by writing-only and reading-to-write test tasks’, Pearson Research Lunch and Learn, September 2010.

• Advanced professional training programme in language testing’, November 2024
• Association of Language Testing in Europe Language, ‘Assessing Writing in the Digital Age‘, ALTE Language Testing Courses, September 2021.
• Shangruitong (China), ‘CEFR and its application for English teaching and assessment in China’, Professional workshop, July 2018.
• European Association for Language Testing and Assessment, ‘Developing rating scales for integrated assessment tasks‘, EALTA Webinar Series, June 2017.
• European Association for Language Testing and Assessment, ‘Integrated testing and assessment: Design, development, analysis, reporting of results and relevant uses’, EALTA Pre-Conference Workshop, Paris, June 2017 (with C Inoue).
• European Association for Language Testing and Assessment, ‘Test item analysis for English teachers: Apply classical test theory using Excel’, EALTA Pre-Conference Workshop, 91¿ìÉ«of Warwick, June 2014 (with C Inoue).

• 'Which parts of the writing process deserve more attention?’, Trinity College London English Language Assessment Series, Episode 6, 2024
• ‘Journal Peer Review in Academia’, Scholarly Peers. Episode 18, 2023

• Chair of Membership and Nominations Committee, UK Association of Language Testing and Assessment (2024-present; Executive member: 2022-present)
• SIGs Co-ordinator, British Association of Applied Linguistics (1st term, 2021-2024) (2nd term, 2024-present) https://www.baal.org.uk
• Scientific Committee of CMEEP (Turkey), The Association for Measurement and Evaluation in Education and Psychology 2024
• UKALTA annual conference local organising committee 2024
• BAAL/UKALTA EDI Leadership Fund working group (2024-present)
• Committee for Linguistics in Education GCSE English Reform Working Group (2024) https://clie.org.uk
• Convenor, British Association of Applied Linguistics TEA SIG (2018-2021) https://www.baalteasig.co.uk
• UKALTA annual conference local organising committee 2018
• Communication Officer, British Association of Applied Linguistics TEA SIG (2016-2018)

• Editor-in-Chief & Founding Editor, Research Synthesis in Applied Linguistics, Taylor & Francis (2025-present)
• Special Issue Editor, International Journal of TESOL Studies, Scopus indexed (2024-present)
• Editorial Board, Innovation in Language Learning and Teaching, Taylor & Francis (2023-present)
• Special Issue Editor, Assessing Writing (2017-2018)
• BAAL Annual Book Prize Review Panel (2022, 2023, 2024)
• Grant application reviewer (e.g., The Economic and Social Research Council, Dutch Research Council)
• Journal reviewer (e.g., Language Testing, Language Assessment Quarterly, System, Assessing Writing, Language Testing in Asia, Language Education and Assessment, Language Awareness, Research Methods in Applied Linguistic) (ongoing)
• Book proposal reviewer (e.g., Springer, Language Testing) (ongoing)

• Faculty PGR Training Programme Lead (2025-present) (Deputy: 2021-2022)
• Institute REF impact Co-Lead (2023-present)
• 91¿ìÉ«Senior Academic Panel / Academic Misconduct Panel (2018-present)
• Institute Ethics Lead (2018-2022)
• Faculty Internationalisation Action Group Member (2021-2022)

• Language Assessment (MA in TEFL/Applied Linguistics) (2018-2022)
• Research Methods (MA and BA in TEFL/Applied Linguistics/Intercultural Communication) (2018-2022)
• PGR Statistical Analyses and SPSS workshops (2011-2018)

• Finalist of the Jacqueline Ross TOEFL Dissertation Award 2015
• Shortlisted for the Caroline Clapham IELTS Masters Award 2011
• 2010 Pearson External Research Program (Master student research)
• Sonca Products Gold Medal Award – Outstanding graduates 2007/08
• Dean's Certificate of Academic Achievement 2006/07