Assistant Professor

English Language & Literature (ELL)

Office Location


Office Telephone Number

Research Interests
Language Assessment, Neurocognition and comprehension, Eye-tracking, Quantitative data analysis

  • Vahid Aryadoust, PhD, is Assistant Professor in the English Language and Literature Academic Group. He is the Associate Director of the Global Listening Center, and a member of international associations such as the International Listening Association, American Association of Applied Linguistics, and the Cognitive Science Society. He has provided consultation on language assessment projects to, for example, Paragon Testing Enterprises (Canada), the DELTA Project of Hong Kong, and Learning Resource Network (London). Vahid has led multiple language assessment projects funded by, for example, Cambridge-Michigan Language Assessment (CaMLA) 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.  

    In addition, Vahid has served as the Principle Guest Editor of a special issue on assessing writing published in Educational Psychology (2017) and the Co-Principle Guest Editor of learners’ listening special issue published in The International Journal of Listening (2016). He is a member of the Advisory Board of several international journals including Language Testing (UK, Sage Publisher), Language Assessment Quarterly (USA, Taylor & Francis), Educational Assessment (USA, Taylor & Francis), Educational Psychology (Hong Kong and UK, Taylor & Francis), and The Japan Association for Language Teaching's Testing & Evaluation SIG (Japan). His most current project is a two-volume book entitled Quantitative data analysis for language assessment (Vol 1: Fundamental techniques; Vol 2: Advanced methods) to be published by Routledge.  

  • Language assessment

    Neurocognition and comprehension 


    Quantitative data analysis

  • Language Testing

    Communication Skill for Teachers

    Professional learning Program (Speaking module)

  • Investigating the Effectiveness of Different Methods of Peer Review in Tertiary-Level Writing Courses in Singapore


    Duration: 2020 - 2022

    Abstract: Peer review, where students evaluate and comment on each other’s work, has been a practice strongly supported by pedagogical research over the past three decades. It encourages collaborative learning among students as well as enhances students’ awareness of “audience” when they write. More importantly, peer review addresses the common challenge in large writing classes, which is the difficulty for instructors to provide immediate feedback to individual learner on their draft. Therefore, it has been an integral part of tertiary-level writing courses in Singapore. It thus became critically important to investigate the effectiveness of different peer review methods to inform curriculum development and enhance the teaching and learning of writing. The significance of the proposed study is that it will suggest a peer-review method that could help accommodate students’ learning needs to a greater extent. More importantly, we expect that the technique will encourage interdependence and collaborative learning among students, and help students develop the ownership in their writing as well as criticality in reading/reviewing a text. The findings in this project will have important implications for researchers and practitioners in tertiary-level academic writing courses of this kind.

    Enhancing collaborative language and culture learning through wikis: A comparative study of student perceptions


    Duration: 2020 - 2022 

    Abstract: The use of wikis has opened a new learning platform that enables the integration of social, linguistic, and cognitive processes of language learning. In this project, students will be given a wiki project to complete collaboratively with their group members. The project will be given to students learning French, Malay and Spanish as a foreign language. In completing this wiki project, students are expected to move from passive learning of language to real engagement with classmates. Students will complement and build on the peers’ views in an attempt to construct shared knowledge and understanding. It is anticipated that collaborative learning, in this case using wiki tools, will help in promoting critical thinking, raising academic achievement, supporting long-term retention of the learned material, and promoting social competence, self-esteem, and positive attitudes towards the learning task.