Vahid Aryadoust is Assistant Professor at the National Institute of Education of NTU and the Associate Director of the Global Listening Center. Dr Aryadoust has led multiple language assessment projects funded by, for example, Cambridge-Michigan Language Assessment in 2013 and 2010, and published his research in Language Testing, Language Assessment Quarterly, Assessing Writing, Educational Assessment, Educational Psychology, and Computer Assisted Language Learning, etc. He has also (co)authored multiple book chapters and books published by Routledge, Cambridge University Press, Springer, Cambridge Scholar Publishing, Wiley Blackwell, etc. One of his most current book projects is a two-volume book entitled Quantitative data analysis for language assessment (Vol 1: Fundamental techniques; Vol 2: Advanced methods) published by Routledge. His research focuses on the neuroanatomical dimensions of comprehension, the generation of mental imagery during listening, and application of psychometrics and data mining in language studies.
Aryadoust, V. (2017). Adapting Levels 1 and 2 of Kirkpatrick’s model of training evaluation to examine the effectiveness of a tertiary-level writing course. Pedagogies: An International Journal, 12(2), 152-179. DOI: 10.1080/1554480X.2016.1242426
Aryadoust, V. (2017). Understanding the role of likeability in the peer assessments of university students’ oral presentation skills: A latent trait approach. Language Assessment Quarterly.
Aryadoust, V., & Riazi, M. (2017). Editorial: Role of assessment in second language writing research and pedagogy. Educational Psychology, 37(1), 1-7. DOI: 10.1080/01443410.2016.1227089
Aryadoust, V., & Riazi, M. (2017). Future directions for assessing for learning in second language writing research: Epilogue to the Special Issue. Educational Psychology, 37(1), 82-89. DOI: 10.1080/01443410.2016.1248134
Aryadoust, V., & Fox, J. (Eds.). (2016). Trends in language assessment research and practice: The view from the Middle East and the Pacific Rim. Newcastle: Cambridge Scholars Publishing.
Aryadoust, V. (2016). Gender and academic major bias in peer assessment of oral presentations. Language Assessment Quarterly, 13(1), 1-24. DOI: 10.1080/15434303.2015.1133626
Aryadoust, V. (2016). Understanding the growth of ESL paragraph writing skills and its relationships with linguistic features. Educational Psychology: An International Journal of Experimental Educational Psychology, 36(10), 1742-1770. DOI: 10.1080/01443410.2014.950946
Aryadoust, V., & Baghaei, P. (2016). Does EFL readers’ lexical and grammatical knowledge predict their reading ability? Insights from a perceptron artificial neural network study. Educational Assessment, 21(2), 135-156. DOI: 10.1080/10627197.2016.1166343
Selected On-Going Projects
Cognitive Diagnostic Assessment System (CoDiAS) for Singapore’s Secondary Schools: Toward Individualized Learning and Assessment in Language Education
Understanding Listening in Listen-Read-Answer Tests: Application of Eye-Tracking in the General Certificate of Education