Content 2012
February 2012
Editorial notes
Guest editorial
Investigating learners' cognitive processes during a computer-based CAE Reading test
Investigating figurative proficiency at different levels of second language writing
The attitudes of teachers and students towards a PET-based curriculum at a Japanese University
FCE exam preparation discourses: insights from an ethnographic study: ALTE briefing
Caroline Clapham IElTS Masters Award 2011
Winner of the 2012 Cambridge/llTA lifetime Achievement Award
Studies in language Testing
May 2012
Editorial notes
The English Australia/Cambridge ESOl Action Research in ELICOS Programme Background and rational
Teacher research in a national programme: Impact and implications
Developing reading skills of learners from Arabic-speaking backgrounds
Student attitudes to EAP grammar instruction
Raising student awareness of pronunciation and exploring out-of-class approaches to pronunciation practice
Developing greater learner autonomy
Assessment rubric as teaching tool: learning how to 'tick all the boxes'
Creating a blog for self-assessment
Presentation of the 2011 English Australia/Cambridge ESOL Action Research in ELICOS Award
August 2012
The revision of the Cambridge English: Proficiency Writing paper
Developing and validating a mark scheme for Writing
Quality Assurance: A Cambridge ESOL system for managing Writing examiners
Perceptions of authenticity in academic writing test tasks
A comparability study of computer-based and paper-based Writing tests
Test taker familiarity and Speaking test performance: Does it make a difference?
A reading model for foundation year students at a tertiary institution in the United Arab Emirates
ALTE Report
Reader survey
November 2012
Guest editorial
Applying a model for investigating the impact of language assessment within educational contexts: The Cambridge ESOL approach
An investigation into the effect of intensive language provision and external assessment in primary education in Ho Chi Minh City, Vietnam
The Hebei Impact Project: A study into the impact of Cambridge English exams in the state sector in Hebei province, China
An initial investigation of the introduction of Cambridge English examinations in Mission laïque francaise schools
The BEDA impact project: A preliminary investigation of a bilingual programme in Spain
A small-scale pilot study Investigating the impact of Cambridge English: Young Learners in China
Impact of Cambridge English: Key for Schools and Preliminary for Schools - parents' perspectives in China
