Professor John Read

MA(Hons) (Victoria), PhD (New Mexico)

Biography

John Read joined Applied Language Studies and Linguistics in July 2005 and was Head of Department from 2007 to 2010. He previously taught applied linguistics, TESOL and EAP at Victoria University of Wellington, the SEAMEO Regional Language Centre in Singapore, the University of Texas El Paso, and Indiana University.

His main area of specialisation is language testing and assessment, with a particular focus on vocabulary assessment and the testing of English for academic and professional purposes. He has been extensively involved with the International English Language Testing System (IELTS) as a researcher, consultant and test administrator, and has directed three IELTS-funded research projects on various aspects of the test He has been a consultant to Aviation Services Ltd and Air New Zealand on the design of English language assessments for pilots and air traffic controllers. At the University of Auckland, he is Academic Coordinator of the Diagnostic English Language Needs Assessment (DELNA), which assesses the academic language needs of students entering the university.

In 2011-12, John was President of the International Language Testing Association (ILTA), having previously served as Vice-President (2009-10) and a member of the Executive Board (1992-93, 2000-01). He was co-editor of the international research journal Language Testing from 2002 to 2006. More recently he completed a four-year term as a member of the Committee of Examiners for the Test of English as a Foreign Language (TOEFL) (2011-15).

John’s doctoral research was a study of language maintenance on the Crow Indian Reservation in Montana, USA and its implications for bilingual education. He has continuing interests in language maintenance and shift, language policy in education and other ways in which the social context influences language learning.

Research | Current

Second language vocabulary acquisition and assessment; testing English for academic and professional purposes; diagnostic language assessment; the development of academic literacy.

  • The design of tasks for the assessment of academic vocabulary knowledge and use, particularly the Yes/No format as a measure of vocabulary size
  • The use of lexical and other measures for diagnostic assessment
  • The effectiveness of language enhancement programmes for undergraduate students

Teaching | Current

LANGTCHG 401 Language Assessment in Schools

LANGTCHG 716 Vocabulary Learning and Teaching

LANGTCHG 740 Language Analysis for Teachers

LANGTCHG 742 Language Assessment

 

Postgraduate supervision

Current Doctoral Students

Priscilla Shak Yee Ping: Developing a framework for effective group assessment in the ESP classroom (Main)

Di Wang: Formation of Chinese language teachers' identity (Second)

Xiaohua Liu: Towards a diagnostic assessment of EAP reading  (Main)

Morena Dias Botelho de Magalhaes: Doctoral students' experiences in meeting the language demands of English-medium study (Main)

Aziz Khan: A narrative ethnography of teachers in Pakistan and implications for language policy. (Second)

 

Recently Completed Doctoral Students

Scott Aubrey (2015): Effect of inter-cultural contact on L2 motivation and L2 learning: A process-product study (Second)

Xiaoying Wang (2014): Investigating assessment practices in three EFL oral language classrooms in China(Second)

Colleen Bright (2012): The role of academic writing in the study experience of undergraduate business students (Main)

Ian Wilson (2012): Academic literacy and self-efficacy in adult students preparing for tertiary study (Joint)

Rachel Lee (2012):  Writing as a literacy development for low achievers: The case of a neighbourhood school in Singapore (Main)

Dawn Booth (2012): Exploring the washback of the TOEIC in South Korea : a sociocultural perspective on student test activity (Second)

Dana Gablasova (2012): Learning and expressing technical vocabulary through the medium of L1 and L2 by Slovak-English bilingual high-school students (Main)

Jeannet Stephen (2012): English loan words in the Malay print media and their implications for English vocabulary acquisition (Main)

Selected publications and creative works (Research Outputs)

  • Read, J (2015). Issues in post-entry language assessment in English-medium universities. Language Teaching, 48 (2), 217-234. 10.1017/S0261444813000190
  • Read, J. (2015). Assessing English proficiency for university study. Basingstoke, UK: Palgrave Macmillan. Pages: 272.
  • Read, J., & von Randow, J. (2013). A university post-entry English language assessment: Charting the changes. International Journal of English Studies, 13 (2), 89-110.
  • Read, J. A. (2013). Research timeline: Second language vocabulary assessment. Language Teaching, 46 (1), 41-52. 10.1017/S0261444812000377
  • Read, J. (2012). Piloting vocabulary tests. In G. Fulcher, F. Davidson (Eds.) The Routledge Handbook of Language Testing (pp. 307-320). London: Routledge.
  • Read, J., & Wette, R. J. (2009). Achieving English proficiency for professional registration: The experience of overseas-qualified health professionals in the New Zealand context. In J. Osborne (Ed.) IELTS Research Reports Volume 10 (pp. 181-222). Canberra, ACT: IELTS Australia and British Council.
    URL: http://hdl.handle.net/2292/13601
    Other University of Auckland co-authors: Rosemary Wette
  • Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press. Pages: 279.

Contact details

Office hours

Appointments by email

Primary location

ARTS 1 - Bldg 206
Level 4 , Room 458
14A SYMONDS ST
AUCKLAND 1010
New Zealand