en 
  • EN
  • ES
  • FR
en 
  • EN
  • ES
  • FR
${countryLabel} 
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
  • ${countryLabel}
LanguageCert research team - banner

Research Team: Selected Publications

 
David Coniam

Coniam, D. (2022). Online invigilation of English language examinations: A survey of past China candidates’ attitudes and perceptions. International Journal of TESOL Studies, 4(1), 21-31. doi.org/10.46451/ijts.2022.01.03.

Zhao, W., & Coniam, D. (2022). Using self-assessments to investigate comparability of the CEFR and CSE: An exploratory study using the LanguageCert Test of English. International Journal of TESOL Studies, 4(1), 169-186. doi.org/10.46451/ijts.2022.01.11.

Coniam, D., Poupounaki-Lappa, P., & Peristeri, P. (2022). Validating communicative tests of reading and language use of Classical Greek. Journal of Classics Teaching, 23 (45), 55-59. doi.org/10.1017/S2058631021000532 .

Coniam, D. (2020). English language assessment in Hong Kong: A 50-year retrospective. International Journal of TESOL Studies, 2(1), 69-82. doi.org/10.46451/ijts.2020.06.05.

Coniam, D., Falvey, P., & Xiao, Y.Y. (2019). A qualitative inquiry into the impact of the Hong Kong LPATE over the past decade and a half: Changes, challenges, and implications. Language Assessment Quarterly, 16(1), 105-124. doi.org/10.1080/15434303.2018.1515950.

Coniam, D., & Falvey, P. (2018). High-stakes testing: The impact of the LPATE on English language teachers in Hong Kong. Singapore: Springer Nature. doi.org/10.1007/978-981-10-6358-9.


Michael
Milanovic

Lee, T., Coniam, D., & Milanovic, M. (2022). Exploring item bank stability through live and simulated datasets. Journal of Language Testing & Assessment, 5, 13-21. doi.org/10.23977/langta.2022.050102.

Milanovic, M., Zhao, W, Falvey, P., & Coniam, D. (Eds.) (2022). The evolving role of language assessment in skills development in the modern world [Special Issue]. International Journal of TESOL Studies, 4(1), 1-4. doi.org/10.46451/ijts.2022.01.01.

Milanovic, M., & Cheilari, A. (2021). LanguageCert – A multilingual language testing system. London, UK: LanguageCert.

Milanovic, M. (2012-2014). English profile studies (founder and co-editor). Cambridge, UK: Cambridge University Press.

Hawkey, R., & Milanovic, M. (2013). Cambridge English exams – the first hundred years: a history of English language assessment from the University of Cambridge, 1913-2013. Cambridge, UK: Cambridge University Press.


Tony Lee

Lee, T., Coniam, D., & Milanovic, M. (2022). Exploring item bank stability through live and simulated datasets. Journal of Language Testing & Assessment, 5, 13-21. doi.org/10.23977/langta.2022.050102.

Lee, T., Milanovic, M., & Pike, N. (2022). Equating Rasch values and expert judgement through externally-referenced anchoring. International Journal of TESOL Studies, 4(1), 187-202. doi.org/10.46451/ijts.2022.01.12.

Coniam, D., Lee, T., & Lampropoulou, L. (2021). Identifying guessing in English language tests via Rasch fit statistics: An exploratory study. English Language Teaching, 14(5), 23-29. doi.org/10.5539/elt.v14n5p23.

Coniam, D., Lee, T., Milanovic, M. & Pike, N. (2021). Validating the LanguageCert Test of English scale: The paper-based tests. London, UK: LanguageCert.


Nigel Pike

Pike, N. & Coniam, D. (2021). Adaptive testing and the LanguageCert Test of English adaptive test. ELTNEWS, 367. http://www.eltnews.gr/adaptive-testing-and-the-languagecert-test-of-english-adaptive-test.

Lee, T., Milanovic, M., & Pike, N. (2022). Equating Rasch values and expert judgement through externally-referenced anchoring. International Journal of TESOL Studies, 4(1), 187-202. doi.org/10.46451/ijts.2022.01.12.

Coniam, D., Lee, T., Milanovic, M. & Pike, N. (2021). Validating the LanguageCert Test of English scale: The paper-based tests. London, UK: LanguageCert.


Yiannis
Papargyris

Papargyris, Y., & Yan, Z. (2022). Examiner quality and consistency across LanguageCert writing tests. International Journal of TESOL Studies, 4(1), 203-212. doi.org/10.46451/ijts.2022.01.13.

Papargyris, Y. & Lampropoulou, L. (2021). The development and delivery of online-proctored speaking exams: The case of LanguageCert International ESOL, in ALTE (2021). Safeguarding the future of multilingual assessment in the post-covid world – Proceedings of the ALTE 7th International Conference, 22-24 April 2020, Madrid.

Lampropoulou, L., & Papargyris, Y. (2019). External validation of LanguageCert’s English language examinations. London, UK: LanguageCert.


Angeliki Cheilari

Coniam, D., Lampropoulou, L., & Cheilari, A. (2021). Online proctoring of high-stakes examinations: A survey of past candidates' attitudes and perceptions. English Language Teaching, 14(8), 58-72. doi.org/10.5539/elt.v14n8p58.

Milanovic, M., & Cheilari, A. (2021). LanguageCert – A multilingual language testing system. London, UK: LanguageCert.

Cheilari, A., & Coniam, D. (2021). Process approaches to the teaching of writing. ELTNEWS, 361, 24-29.

Cheilari, A., & Coniam, D. (2020). Preparing for teaching exam classes in the new school year. ELTNEWS, 360, 16-19.


Leda Lampropoulou

Lampropoulou, L. (2022). Interactional competence and the role role play plays: The LanguageCert perspective. International Journal of TESOL Studies, 4(1), 32-47. doi.org/10.46451/ijts.2022.01.04.

Coniam, D., Lee, T., & Lampropoulou, L. (2021). Identifying guessing in English language tests via Rasch fit statistics: An Exploratory Study. English Language Teaching, 14(5), 23-29. doi.org/10.5539/elt.v14n5p23.

Papargyris, Y. & Lampropoulou, L. (2021). The development and delivery of online-proctored speaking exams: The case of LanguageCert International ESOL, in ALTE (2021). Safeguarding the future of multilingual assessment in the post-covid world – Proceedings of the ALTE 7th International Conference, 22-24 April 2020, Madrid.

Coniam, D., & Lampropoulou, L. (2020). A review of LanguageCert IESOL Listening and Reading test reliabilities 2018-2020. London, UK: LanguageCert.

Lampropoulou, L., & Papargyris, Y. (2019). External validation of LanguageCert’s English language examinations. London, UK: LanguageCert.

 

Corina Dourda

Dourda, K., Bratitsis, T. & Griva, E. (2014). Content and language integrated learning through an online game in primary school: A case study. The Electronic Journal of e-Learning, 12(3), 243-258.

 

Xenia Poupounaki Lappa

Coniam, D., Poupounaki-Lappa, P., & Peristeri, P. (2022). Validating communicative tests of reading and language use of Classical Greek. Journal of Classics Teaching, 23 (45), 55-59. doi.org/10.1017/S2058631021000532.

Poupounaki-Lappa, P., Peristeri, T., & Coniam, D. (2021). Towards a communicative test of reading and language use for Classical Greek. Journal of Classics Teaching, 22 (44), 98-105. doi.org/10.1017/s2058631021000222.