Staff Profile

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:

• 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)

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.

Selected Publications: 

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. (2019) Interactional competence with and without extended planning time in a group oral assessment. Language Assessment Quarterly, 16(1), pp. 1-20. (doi: 10.1080/15434303.2019.1602627)

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)