My main research interests are language testing, and reading and listening in a foreign language (in particular in an academic context). I am currently working on a research project on standard setting. Recent work investigated the relationships between text characteristics of task input, knowledge of response options, L2 proficiency, working memory capacity and task difficulty in L2 listening assessment. Past research dealt with the impact of linguistic, metacognitive and affective factors on students' academic reading proficiency in L1 and FL. Previous work also includes language test development and research in developing countries.

I am especially interested in supervising PhD students in the areas of language testing (in particular, for academic purposes) and reading research (in particular, reading in a foreign language and academic reading).

I am currently supervising PhD students working on the following themes:
- Quantitative modelling of difficulty in reading test items,
- Exploring anchor-based methods for judgmentally estimating item difficulty in English for academic purposes reading test items,
- Investigating the construct of Language in Use tasks
- Investigating the characteristics of language test specifications and item writer guidelines, and their effect on item development
- Investigating the construct underlying integrated test tasks
- Investigating the academic listening needs in a specific purpose target language use situation
- Students' use of sources in real-life reading-to-write tasks
- Washback of the Exit-Level Examination Reform for Foreign Languages in Austria

Some of my recent publications include:

Alderson, J.C., Brunfaut, T. and Harding, L. (in press). Towards a theory of diagnosis in second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics.

Revesz, A. and Brunfaut, T. (2013). Text characteristics of task input and difficulty in second language listening comprehension. Studies in Second Language Acquisition 35(1), 31-65.

Brunfaut, T. and Banerjee, J. (2012).  Achievement Tests. Aptitude tests. Diagnostic tests. DIALANG. Dictation. Direct/Indirect testing. Discrete point tests. Integrated tests. Integrative tests. Placement tests. Proficiency tests. Progress tests. Reliability. Validity. In Byram, M. & Hu, A. (eds.). Routledge encyclopedia of language teaching and learning (2nd Ed.) (pp. 3-4; 40-41; 193; 193-194; 194; 202; 205; 335; 335-336; 529; 559; 560; 591-593; 761-672). London: Routledge.

Some of my recent presentations include:

Alderson, J.C., Brunfaut, T. and Harding, L. (2013). Towards a theory of diagnosis in second language assessment: Lessons learnt from diagnosis in other professions. Symposium presentation at the Language Testing Research Colloquium (LTRC), Seoul (South Korea).

McCray, G., Brunfaut, T. and Alderson, J.C. (2012). Combining eye-tracking with post test interview data to examine gap-fill items: triangulation of tribulation, European Association for Language Testing and Assessment conference (EALTA), Innsbruck (Austria).

McCray, G., Alderson, J.C. and Brunfaut, T. (2012). Multilevel IRT in the Explanation of Cross-national and Cross-linguistic DIF in Reading Comprehension 2009. American Educational Research Association conference (AERA), Vancouver (Canada).

Alderson, J.C., Brunfaut, T., McCray, G. and Nieminen, L. (2012). Component-Skills Approach to L2 Reading: Findings, Challenges, and Innovations. American Association for Applied Linguistics (AAAL),  Boston (USA).

Revesz, A. and Brunfaut, T. (2011). The effects of individual differences and task characteristics on second language listening performance. EuroSLA, Stockholm (Sweden).

Brunfaut, T. and Revesz, A. (2011). Task difficulty in L2 listening: the effects of text characteristics and proficiency on learner performance. World Congress of Applied Linguistics (AILA), Beijing (PRC).

Brunfaut, T. and Revesz, A. (2011). The effect of linguistic complexity on listening test performance related to different levels of proficiency. International Conference of the Association for Language Testers in Europe (ALTE), Krakow (Poland).

Brunfaut, T. and Revesz, A. (2011). EAP listening task difficulty: The impact of task variables, working memory and listening anxiety. Language Testing Research Colloquium (LTRC), Ann Arbor (USA).

Revesz, A. and Brunfaut, T. (2011). EAP listening: how difficult can a task be? IATEFL, Brighton (UK).

I am the co-ordinator of the Department's MA in Language Testing (by Distance) and I often teach on the following modules:

• Language Test Construction and Evaluation
• Background to Applied Linguistics
• Issues in Language Testing
• Research Issues in Applied Linguistics

I also typically teach the following modules on the campus-based MATESOL and MATEFL programmes:

• Classroom Language Assessment
• Language Test Construction and Evaluation
• Postgraduate Academic Study Skills

On the undergraduate programme, I contribute to:

• Introduction to Linguistics

During summer, I teach on the Language Testing at Lancaster course.