Dr Daniel Lam

  • Lecturer in Teaching English to Speakers of Other Languages (TESOL) (School of Education)

email: Daniel.Lam@glasgow.ac.uk

Room 616, St. Andrews Building, 11 Eldon Street, Glasgow

Import to contacts

Biography

I joined the University of Glasgow in August 2021. I have a PhD in Linguistics and English Language from University of Edinburgh, with expertise on conversation analysis (CA) and spoken discourse in general. In recent years, I have also developed an interest in second language testing and assessment. I have researched and published mainly on assessing Interactional Competence, learning-oriented assessment and feedback, and the use of language test scores in university admissions.

Prior to my current post, I was a Lecturer in Language Learning and Assessment at University of Bedfordshire. With my colleagues at the Centre for Research in English Language Learning and Assessment (CRELLA), I have completed various funded research projects for international English language tests such as IELTS, TOEFL iBT, Aptis, and Cambridge English Qualifications.

I am Deputy Leader for the Cultures, Literacies, Inclusion and Pedagogy (CLIP) Reserach and Teaching Group, and I serve as an Editorial Board member in the journals Language Testing and Classroom Discourse.

Research interests

My research interests include:

  • interactional competence & pragmatic competence
  • interactive listening (listening in spoken interaction)
  • the relationship between assessment and learning (e.g. learning-oriented assessment, learners' engagement with feedback)
  • the social dimension of language testing (e.g. use of test scores for university admissions and professional purposes)
  • classroom discourse
  • well-being of PhD and early-career researchers

 

Publications

List by: Type | Date

Jump to: 2023 | 2021 | 2020 | 2019 | 2018 | 2016
Number of items: 13.

2023

MacDiarmid, C. , Haghi, I. , Di Giallonardo, S., Simbolon, N., Lam, D. and Budzenski, M. (2023) Teaching English and Teaching IN English: A Teacher Professional Development MOOC to Support EMI Practitioners in Indonesia. BALEAP Conference 2023: Caution! EAP under Deconstruction, University of Warwick, UK, 19-21 Apr 2023.

Lam, D. M.K., Galaczi, E., Nakatsuhara, F. and May, L. (2023) Assessing interactional competence: exploring ratability challenges. Applied Pragmatics, 5(2), pp. 208-233. (doi: 10.1075/ap.00014.lam)

2021

Inoue, C. and Lam, D. M. K. (2021) The effects of extended planning time on candidates' performance, processes, and strategy use in the lecture listening‐into‐speaking tasks of the TOEFL iBT® test. ETS Research Report No. RR-21-09, TOEFL Research Report No. 93. Documentation. Wiley. (doi: 10.1002/ets2.12322).

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)

Lam, D. M.K. (2021) Feedback as a learning-oriented assessment practice. In: Gebril, A. (ed.) Learning-Oriented Language Assessment. Routledge, pp. 85-106. ISBN 9781003014102 (doi: 10.4324/9781003014102-7)

Inoue, C., Khabbazbashi, N., Lam, D. and Nakatsuhara, F. (2021) Towards new avenues for the IELTS Speaking Test: Insights from examiners’ voices. IELTS Research Reports Online Series, No. 2. Documentation. ELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia.

Lam, D. M.K., Green, A., Murray, N. and Gayton, A. (2021) How are IELTS scores set and used for university admissions selection: A cross-institutional case study. IELTS Research Reports Online Series, No. 3. Documentation. ELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia.

2020

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)

2019

Lam, D. (2019) Enhancing learning-oriented feedback for Cambridge English: First paired interactions. Research Notes, 75. Documentation. Cambridge Assessment English, Cambridge.

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)

2018

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)

Nakatsuhara, F., May, L., Lam, D. and Galaczi, E. (2018) Learning oriented feedback in the development and assessment of interactional competence. Research Notes, 70. Documentation. Cambridge Assessment English, Cambridge.

2016

Lam, D. (2016) Contriving authentic interaction: Task implementation and engagement in school-based speaking assessment in Hong Kong. In: Yu, G. and Jin, Y. (eds.) Assessing Chinese Learners of English: Language Constructs, Consequences and Conundrums. Palgrave Macmillan: London, pp. 38-60. ISBN 9781349553976 (doi: 10.1057/9781137449788_3)

This list was generated on Tue Dec 5 00:21:27 2023 GMT.
Jump to: Articles | Book Sections | Research Reports or Papers | Conference or Workshop Item
Number of items: 13.

Articles

Lam, D. M.K., Galaczi, E., Nakatsuhara, F. and May, L. (2023) Assessing interactional competence: exploring ratability challenges. Applied Pragmatics, 5(2), pp. 208-233. (doi: 10.1075/ap.00014.lam)

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)

Book Sections

Lam, D. M.K. (2021) Feedback as a learning-oriented assessment practice. In: Gebril, A. (ed.) Learning-Oriented Language Assessment. Routledge, pp. 85-106. ISBN 9781003014102 (doi: 10.4324/9781003014102-7)

Lam, D. (2016) Contriving authentic interaction: Task implementation and engagement in school-based speaking assessment in Hong Kong. In: Yu, G. and Jin, Y. (eds.) Assessing Chinese Learners of English: Language Constructs, Consequences and Conundrums. Palgrave Macmillan: London, pp. 38-60. ISBN 9781349553976 (doi: 10.1057/9781137449788_3)

Research Reports or Papers

Inoue, C. and Lam, D. M. K. (2021) The effects of extended planning time on candidates' performance, processes, and strategy use in the lecture listening‐into‐speaking tasks of the TOEFL iBT® test. ETS Research Report No. RR-21-09, TOEFL Research Report No. 93. Documentation. Wiley. (doi: 10.1002/ets2.12322).

Inoue, C., Khabbazbashi, N., Lam, D. and Nakatsuhara, F. (2021) Towards new avenues for the IELTS Speaking Test: Insights from examiners’ voices. IELTS Research Reports Online Series, No. 2. Documentation. ELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia.

Lam, D. M.K., Green, A., Murray, N. and Gayton, A. (2021) How are IELTS scores set and used for university admissions selection: A cross-institutional case study. IELTS Research Reports Online Series, No. 3. Documentation. ELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia.

Lam, D. (2019) Enhancing learning-oriented feedback for Cambridge English: First paired interactions. Research Notes, 75. Documentation. Cambridge Assessment English, Cambridge.

Nakatsuhara, F., May, L., Lam, D. and Galaczi, E. (2018) Learning oriented feedback in the development and assessment of interactional competence. Research Notes, 70. Documentation. Cambridge Assessment English, Cambridge.

Conference or Workshop Item

MacDiarmid, C. , Haghi, I. , Di Giallonardo, S., Simbolon, N., Lam, D. and Budzenski, M. (2023) Teaching English and Teaching IN English: A Teacher Professional Development MOOC to Support EMI Practitioners in Indonesia. BALEAP Conference 2023: Caution! EAP under Deconstruction, University of Warwick, UK, 19-21 Apr 2023.

This list was generated on Tue Dec 5 00:21:27 2023 GMT.

Grants

2022. British Council UK-Indonesia Digital Innovation Grants (£49k)

English Medium Instruction: Digital innovation for teacher training and developing Best Practice (Co-Investigator)

2021. LTTC Teaching and Research Grants Joint-Funded Research Programs (£18k)

Exploring the dynamic relationship between Dr. GEPT feedback and learners' L2 motivation (Co-Investigator)

2020. IELTS Joint Funded Research Program (£29k)

The road to understanding in lecture listening: Cognitive processes engaged in the integration of auditory and textual information (Principal Investigator – to Aug 2021)

2019. IELTS Joint Funded Research Program (£22k)

How are IELTS scores set and used for university admissions selection: A cross-institutional case study (Principal Investigator)

2018. British Council Assessment Research Grant (£15k)

Investigating the revision processes of ESL and L1 English writers in Aptis for Teens Advanced Writing (Co-Investigator)

2017. Cambridge English Funded Research Programme (£10k)

Enhancing learning-oriented feedback for Cambridge English: First paired interactions (Principal Investigator)

2017. TOEFL Committee of Examiners Grant (£42k)

The effects of extended planning time on candidates’ performance and cognitive processes in the TOEFL iBT Integrated Speaking (Lecture and Question) tasks (Co-Investigator)

2017. IELTS Joint Funded Research Program (£15k)

Towards new avenues for the IELTS Speaking Test: Insights from examiners’ voices (Co-Investigator)

Supervision

I have limited supervision capacity remaining, but would consider strong PhD research proposals in areas of my immediate research expertise:

  • Interactional competence and pragmatic competence (teaching/learning and assessment)
  • Classroom Discourse
  • Conversation Analysis
  • Use of language test scores for university admissions or professional registration

 

 

  • Rao, Fei
    Exploring the role of technology-enhanced feedback on students’ learning behaviour in higher education: the case of Chinese international students
  • Tang, Yuxuan
    language assessment and learners' engagement with feedback
  • ZHANG, Yuyuan
    Gaining Insights from the L2 Motivational Self System: The Washback of IELTS on Test Retakers

I currently supervise five PhD students:

  • Fei Rao: Perceptions of and engagement with technology-enhanced feedback 
  • Yiming Ren: EMI university students' identity and investment (2nd supervisor)
  • Yuxuan Tang: Learner engagement with diagnostic writing feedback
  • Limin Yuan: Dialogic strategies in EMI university classrooms (2nd supervisor)
  • Yuyuan Zhang: Washback and L2 motivation (1st supervsor)

Teaching

2023-2024

Semester 1

  • Classroom Processes in TESOL (Seminar tutor)

Semester 2

  • Language Proficiency, Assessment and Feedback (Course Leader)
  • TESOL Curriculum (Co-Course Leader)

 TESOL dissertation supervisor

Additional information

You can find me also on ResearchGate:

https://www.researchgate.net/profile/Daniel-M-K-Lam

Editorial Board member:

  • Classroom Discourse
  • Language Testing

I have served as a reviewer for the following journals:

  • Applied Linguistics
  • Assessment in Education
  • Classroom Discourse
  • Language Assessment Quarterly
  • Language and Communication
  • Language Testing
  • Papers in Language Testing and Assessment
  • System
  • Studies in Second Language Acquisition
  • The Language Learning Journal

Professional service: Member of the UK Association of Language Testing and Assessment (UKALTA) Membership and Nominations committee (2021)

 


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