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 three journals: Language Testing, Language Assessment Quarterly, 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: 15.

2023

Lam, S. S. M., Lam, D. M. K. and Mak, C. C. M. (2023) Integrating concept-based learning into writing assessment in Chinese as a second language: An exploration of students’ perspective. In: Hong, J.-F. and Si, C.-M. (eds.) Teaching Chinese Language in the International School Context. Series: Chinese Language Learning Sciences. Springer, pp. 187-208. ISBN 9789819963768 (doi: 10.1007/978-981-99-6376-8_11)

Nakatsuhara, F., Lam, D. M.K., Jones, J. J., Chan, S., Chen, S. and Wu, R. (2023) Exploring the dynamic relationship between Dr. GEPT feedback and learners' L2 motivation. Project Report. The Language Training and Testing Center.

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 May 28 20:38:41 2024 BST.
Number of items: 15.

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, S. S. M., Lam, D. M. K. and Mak, C. C. M. (2023) Integrating concept-based learning into writing assessment in Chinese as a second language: An exploration of students’ perspective. In: Hong, J.-F. and Si, C.-M. (eds.) Teaching Chinese Language in the International School Context. Series: Chinese Language Learning Sciences. Springer, pp. 187-208. ISBN 9789819963768 (doi: 10.1007/978-981-99-6376-8_11)

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

Nakatsuhara, F., Lam, D. M.K., Jones, J. J., Chan, S., Chen, S. and Wu, R. (2023) Exploring the dynamic relationship between Dr. GEPT feedback and learners' L2 motivation. Project Report. The Language Training and Testing Center.

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 May 28 20:38:41 2024 BST.

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 am at full capacity for PhD supervision 2023 and 2024. In the future (Oct 2025 onwards), I would consider strong PhD research proposals within my immediate research experise:

  • 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
  • Ren, Yiming
    The role of English in Chinese EMI students' learning
  • Tang, Yuxuan
    Unravelling Motivational Dynamics: Exploring the Role of Achievement Goal Orientation in Dialogic Peer Feedback in the L2 Writing Classroom
  • ZHANG, Yuyuan
    Life Capital Lens: The Washback of IELTS on Test Retakers and Their L2 Motivational Selves

I currently supervise the following PhD students:

  • Fei Rao (1st supervisor)
  • Yiming Ren (2nd supervisor)
  • Yuxuan Tang (1st supervisor)
  • Limin Yuan (2nd supervisor)
  • Yuyuan Zhang (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)
  • Contemporary Issues in TESOL (Lecturer)

 TESOL dissertation supervisor

Additional information

You can find me also on ResearchGate:

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

I am an Editorial Board member for the following journals:

  • Classroom Discourse
  • Language Assessment Quarterly
  • Language Testing

I have served as a reviewer for the following journals:

  • Applied Linguistics
  • Assessment in Education
  • Classroom Discourse
  • International Review of Applied Linguistics in Language Teaching
  • Language Assessment Quarterly
  • Language and Communication
  • Language Testing
  • Linguistics and Education
  • 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)