Daniel Lam joined the University of Glasgow in August 2021. He has a PhD in Linguistics and English Language from University of Edinburgh, with expertise on conversation analysis and spoken discourse in general. In recent years, he has also developed an interest in second language testing and assessment. He has researched and published mainly on assessing Interactional Competence, learning-oriented assessment and feedback, and the use of language test scores in university admissions.
- interactional competence, and speaking assessments in general
- the relationship between assessment and learning (e.g. learning-oriented assessment, feedback)
- the social dimension of language testing (e.g. use of test scores for university admissions and professional purposes)
Prior to hiscurrent post, Daniel was a Teaching Fellow in TESOL at University of Edinburgh, and a Lecturer in Language Learning and Assessment at University of Bedfordshire. With his colleagues at the Centre for Research in English Language Learning and Assessment (CRELLA), he has completed various funded research projects for international English language tests such as IELTS, TOEFL iBT, Aptis, and Cambridge English Qualifications.
His research interests include:
Recent research projects with colleagues have allowed Daniel to broaden his horizons and consider issues around the integration of language skills in assessments, the relationship between test-taking processes and the product, as well as technologies such as eye-tracking and keystroke logging to investigate these.
Lam, D. M.K. (2021) Don’t turn a deaf ear: a case for assessing interactive listening. Applied Linguistics, 42(4), pp. 740-764. (doi: 10.1093/applin/amaa064)
May, L., Nakatsuhara, F., Lam, D. and Galaczi, E. (2020) Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice. Language Testing, 37(2), pp. 165-188. (doi: 10.1177/0265532219879044)
Lam, D. M. K. (2018) What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence. Language Testing, 35(3), pp. 377-401. (doi: 10.1177/0265532218758126)
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