My main research interests are language testing, and reading and listening in a foreign language. In recent research, I have focused on using eyetracking to investigate reading processes (see Brunfaut and McCray, 2015), the role of phraseological knowledge in reading (see Kremmel, Brunfaut and Alderson, 2015), diagnosing second and foreign language proficiency (see Alderson, Brunfaut and Harding, 2015; Harding, Alderson and Brunfaut, 2015), and the role of task and listener characteristics in second language listening assessment (see Brunfaut and Revesz, 2015; Revesz and Brunfaut, 2013).
In addition, I regularly conduct language test development and consultancy work for professional and educational bodies around the world.

In 2015, I was awarded the TOEFL Outstanding Young Scholar Award for my professional activities and contributions to the field of language assessment.

I am especially interested in supervising PhD students in the areas of language testing (in particular, testing reading, testing listening, and testing for academic purposes), and second language reading and listening research. Topics covered by my current and graduated PhD students include language assessment literacy training, testing listening (e.g., listening-to-write and listening-to-speak tasks, academic listening needs, diagnosing listening), testing Language-in-Use, testing reading (e.g., reading item difficulty and processing, reading test specifications, reading-to-write tasks, reading test washback), rating (e.g., scale development for integrated tasks), and test validation.

I  teach on the MA in Language Testing (online) and the MA in Applied Linguistics and TESOL (campus-based):

• Language Test Construction and Evaluation
• Classroom Language Assessment
• Background to Applied Linguistics
• Issues in Language Testing
• Research Issues in Applied Linguistics
• Statistical Analyses for Language Testing

On the undergraduate programmes, I contribute to:

• Introduction to Linguistics

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

Research Group:

I coordinate the Language Testing Research Group, together with my colleague Luke Harding.

Most recent conference presentations:

Unger, J., Harding, L., & Brunfaut, T. (2016). The discursive construction of “security”: An analysis of the UK Secure English Language Testing policy. Language Testing Research Colloquium (LTRC), Palermo (Italy).

Brunfaut, T. (2015). Exploiting methodological innovations in second language research: a practical application of test validation research. Invited plenary. New Directions in English Language Teaching, Learning and Assessment conference, Seoul (South Korea).

Brunfaut, T., & McCray, G. (2015). Cognitive processing during reading-test completion: Insights from eye tracking. Task-Based Language Teaching conference (TBLT), Leuven (Belgium).

Brunfaut, T., & McCray, G. (2015). Modelling L2 reading proficiency using eye-tracking measures. CRELLA/LU Eye tracking Research Day, Luton (UK).

Brunfaut, T., & Harding, L. (2015). Teachers setting the assessment (literacy) agenda. European Association for Language Testing and Assessment conference (EALTA), Copenhagen (Denmark).

Rukthong, A., & Brunfaut, T. (2015). Anybody listening? The role of listening in integrated listening-to-write and listening-to-speak tasks. Language Testing Forum (LTF), Oxford (UK).

Follow me on Twitter.

For more information, please visit my Academia or Research Gate page.