Daniel M K Lam
Biographic Data
| ID | 8903178 |
|---|---|
| NAME | Daniel M K Lam |
| GIVEN NAMES | Daniel M K |
| FAMILY NAME | Lam |
| SIGNATURE | LAM D M K |
| AFFILIATIONS | University of Bedfordshire |
| ORCID | 0000-0003-3451-7158 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Listening beyond comprehension
Listening in second language education has long been conceptualised and operationalised with an overwhelming focus on one-way, non-participatory listening. Although this is necessary for the development of cognitive dimensions of second language listening, it leaves a gap where learners are under-equipped for two-way, interactive listening, particularly the socio-interactional dimensions of ‘being listeners’. In this paper, we argue that the cons…
Discourse Analysis in Language Assessment
This entry presents an overview of the role of discourse analysis in language assessment research, focusing on the use of conversation analysis (CA) in examining discourse in speaking assessments (e.g., between test‐takers in paired/group discussion tasks, or between the test‐taker and the examiner in interview‐based tests). We start by considering the various questions that discourse analysis can help address in language test development and val…
Zooming in on the process-product nexus of meaning-related revisions
While many writing studies to date show that higher-proficiency and lower-proficiency L2 writers have distinct writing behaviours, there is relatively little research into meaning-related revisions – changes which influence the meaning of the text as compared to surface-level changes related to grammar or format, and whether and how such revisions make a text-level impact. Taking a micro-analytic approach, the current study examined the real-time…
‘6.5 Sounds a Bit Better Than 6.0?’
Language test scores are often used as one of the entry requirements for university admission, but perceptions of university teaching staff about students’ language proficiency (including those based on test scores) can have far-reaching impact beyond admissions selection – in teaching, learning and assessment. This paper explores what aspects of test score interpretation and use might be useful to embed in professional development for university…
Don’t Turn a Deaf Ear
The reciprocal nature of spoken interaction means that participants constantly alternate between speaker and listener roles. However, listener or recipient actions—also known as interactive listening (IL)—are somewhat underrepresented in language tests. In conventional listening tests, they are not directly assessed. In speaking tests, they have often been overshadowed by an emphasis on production features or subsumed under broader constructs suc…
Developing tools for learning oriented assessment of interactional competence
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test. Six trained examiners provided stimulated verbal reports ( n = 72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analysed the verb…
What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence
The ability to interact with others has gained recognition as part of the L2 speaking construct in the assessment literature and in high- and low-stakes speaking assessments. This paper first presents a review of the literature on interactional competence (IC) in L2 learning and assessment. It then discusses a particular feature – producing responses contingent on previous speakers’ contributions – that emerged as a de facto construct feature of …
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What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence
The ability to interact with others has gained recognition as part of the L2 speaking construct in the assessment literature and in high- and low-stakes speaking assessments. This paper first presents a review of the literature on interactional competence (IC) in L2 learning and assessment. It then discusses a particular feature – producing responses contingent on previous speakers’ contributions – that emerged as a de facto construct feature of …
Developing tools for learning oriented assessment of interactional competence
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test. Six trained examiners provided stimulated verbal reports ( n = 72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analysed the verb…
Don’t Turn a Deaf Ear
The reciprocal nature of spoken interaction means that participants constantly alternate between speaker and listener roles. However, listener or recipient actions—also known as interactive listening (IL)—are somewhat underrepresented in language tests. In conventional listening tests, they are not directly assessed. In speaking tests, they have often been overshadowed by an emphasis on production features or subsumed under broader constructs suc…
Discourse Analysis in Language Assessment
This entry presents an overview of the role of discourse analysis in language assessment research, focusing on the use of conversation analysis (CA) in examining discourse in speaking assessments (e.g., between test‐takers in paired/group discussion tasks, or between the test‐taker and the examiner in interview‐based tests). We start by considering the various questions that discourse analysis can help address in language test development and val…
Zooming in on the process-product nexus of meaning-related revisions
While many writing studies to date show that higher-proficiency and lower-proficiency L2 writers have distinct writing behaviours, there is relatively little research into meaning-related revisions – changes which influence the meaning of the text as compared to surface-level changes related to grammar or format, and whether and how such revisions make a text-level impact. Taking a micro-analytic approach, the current study examined the real-time…
‘6.5 Sounds a Bit Better Than 6.0?’
Language test scores are often used as one of the entry requirements for university admission, but perceptions of university teaching staff about students’ language proficiency (including those based on test scores) can have far-reaching impact beyond admissions selection – in teaching, learning and assessment. This paper explores what aspects of test score interpretation and use might be useful to embed in professional development for university…
Listening beyond comprehension
Listening in second language education has long been conceptualised and operationalised with an overwhelming focus on one-way, non-participatory listening. Although this is necessary for the development of cognitive dimensions of second language listening, it leaves a gap where learners are under-equipped for two-way, interactive listening, particularly the socio-interactional dimensions of ‘being listeners’. In this paper, we argue that the cons…
EFL/ESL Teaching and Learning (5 works) · Conversation (4 works) · Conversation analysis (4 works) · Psychology (4 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Discourse Analysis in Language Studies (3 works) · Language, Discourse, Communication Strategies (3 works) · Social Psychology (3 works) · Active listening (2 works)