Teaching and capacity building
I am incoming Programme Director for the MA TESOL Pre-service programme at the UCL Institute of Education, University College London and also teach on the MA TESOL and Applied Linguistics programmes. I designed and delivered the module, Language Testing and Assessment, offered for the first time in 2017 for MA TESOL and Applied Linguistics students and contribute to the mixed methods research. I also work closely with English Language Centres on the alignment of language assessments (e.g., exit tests) with curricular goals and intended learning outcomes. Beyond my university teaching, I regularly serve in an advisory capacity and conduct workshops on varied topics nationally and internationally to different stakeholder groups. Selected topics that I lead include assessing speaking, fluency and pronunciation teaching/learning/assessment, mixed methods research, marking systems, formative assessment, academic integrity, and rater moderation in higher education.
During my time at the University of Bristol (2011-16), I led for the below modules, the first three of which I designed:
Judith Fairbairn. Rater decision-making when marking writing responses. PhD supported by the British Council.
Kate Kelly. Comparative judgement excercises in an examination context. PhD supported by Assessment & Qualifications Alliance (AQA).
Recently supervised doctoral students, University of Bristol (2012-16)
Former Bristol MSc TESOL student, Hyunjin Kim, received the 2015 Caroline Clapham IELTS Masters Award, presented annually to the Master's-level dissertation in English "which makes the most significant contribution to the field of language testing." This is the first time that a former recipient of the award (Isaacs, 2007) has supervised a student winner. The IELTS Partners sponsored Hyunjin's trip to the Language Testing Research Colloquium in Palermo, Italy in June, 2016, where she received the award and a £1000 prize. Our forthcoming paper is based on Hyunjin's work:
Kim, H., & Isaacs, T. (in press). Teachers’ voices in the decision to discontinue a public examination reform: Washback effects and implications for utilizing tests as levers for change. In D. Xerri & P. Vella Briffa (Eds.), Teacher involvement in high stakes language testing. Berlin: Springer.
Talia & Hyunjin Kim, LTRC 2016
Talia Isaacs, PhD
A Young Park (PhD Bristol, 2015): A comparison of the effects of extensive and intensive reading approaches on the reading fluency, vocabulary knowledge and attitudes of Korean secondary EFL learners.
Helen Tan (EdD Bristol, 2016): The effects of planning time and test-taking strategies in Taiwanese EFL learners’ speaking performance on the TOEFL iBT integrated task.
Chisa Matsukawa(PhD Bristol, 2017): Politeness in British English and Japanese: A contrastive study of invitation sequences from a pragmatic-discursive approach.
Hassan Qutub (EdD Bristol, expected 2017): Arab EFL teachers’ degree of foreign accent: Peer- and self-perceptions of accented speech and views of pronunciation corrective feedback. Funded by the Ministry of Higher Education, Kingdom of Saudi Arabia.