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Angeliki has over 25 years of experience in the field of English education, as a teacher, researcher, research manager and assessment and learning specialist. As Head of Learning Oriented Assessment Research at Cambridge English, she leads on research into language learning, integrated learning and assessment, impact and the CEFR. Angeliki also has overall responsibility for education reform projects within the Research and Thought Leadership division, ranging from CEFR familiarisation and benchmarking to test and programme evaluation. In this context, she has led impact assessment projects in the K-12 and vocational sectors in Europe, Asia and South America. She is one of the contributors to the PISA 2025 Foreign Language Assessment Framework and has been on the Experts Group who advised on the constructs of the accompanying PISA 2025 Background Questionnaires.
In the past, Angeliki has also led research within English Profile, an interdisciplinary programme, which aims to exemplify the CEFR for English. Prior to joining Cambridge English, Angeliki held a research position at the Department of Experimental Psychology at Cambridge University, conducting research on language processing and cognition. As an English language teacher in her native Greece, she gained experience with learners across the age range from early primary school to tertiary education. She regularly presents at conferences and delivers training worldwide in her areas of expertise, and has a strong publication record. Angeliki holds a PhD and an MPhil in English and Applied Linguistics from the University of Cambridge.
Salamoura, A and Morgan, S (2021) Learning oriented assessment from a teacher’s perspective: Insights from teachers’ action research, in Gebril, A (Ed) Learning-Oriented Language Assessment: Putting Theory into Practice, New York: Routledge, 184-208.
OECD (2021) PISA 2025 Foreign Language Assessment Framework, PISA, OECD Publishing, Paris. [Main contributor]: https://www.oecd.org/pisa/foreign-language/PISA-2025-FLA-Framework.pdf
OECD (2020) What matters for language learning? The questionnaire framework for the PISA 2025 foreign language assessment, OECD Education Working Papers No 234. [Part of the advisory expert group]: https://www.oecd-ilibrary.org/education/what-matters-for-language-learning_5e06e820-en
Salamoura A (2019) AI and Language Learning, Teaching and Assessment: A look into the future, Plenary paper presented at the ELTAI (English Language Teachers’ Association of India) Golden Jubilee Conference, Delhi, India, October 2019.
Salamoura A (2019) Common European Framework of Reference for languages (CEFR): What is new and why is the CEFR still relevant for language education? Opening presentation at the ALTE Seminar on Multilingualism: International standards for language ability, Rome, Italy, September 2019.
Salamoura, A and Unsworth, S (2017) Learning Oriented Assessment: Making the connections between learning, assessment and technology, paper presented at the ALTE 6th International Conference, Bologna, Italy, May 2017.
Guetterman, T C and Salamoura, A (2016) Enhancing test validation through rigorous mixed methods components, in Moeller, A J, Creswell, J W and Saville, N (Eds) Second Language Assessment and Mixed Methods Research, Studies in Language Testing volume 43, Cambridge: UCLES/Cambridge University Press, 153-176.
Barker, F, Salamoura, A and Saville, N (2015) Learner corpora and language testing, in Granger, S, Gilquin, G and Meunier, F (Eds) The Cambridge Handbook of Learner Corpus Research, Cambridge: Cambridge University Press, 511-534.
Galaczi, E and Salamoura, A (2015) Technology and Learning Oriented Assessment: Helping teachers and learners, paper presented at the IATEFL 49th Annual Conference and Exhibition, Manchester, UK, April 2015.
Salamoura, A, Littlemore, J, Murakami, A and Jaworska, S (2015) Directions in English Profile research, in Harrison, J and Barker, F (Eds) English Profile in Practice, Cambridge: Cambridge University Press, 106-119.
Salamoura, A and Unsworth, S (2015) Learning Oriented Assessment: Putting learning, teaching and assessment together, Modern English Teacher 24 (3), 2-6.
Jones, N and Salamoura, A (2014) CEFR as a framework for combining classroom and external assessment data, paper presented at the EALTA 2014, Coventry, UK, May 2014.
Salamoura, A and ffrench, A (2014) An investigation into the use of standardised assessment for employability purposes in India, paper presented at the ALTE 5th International Conference, Paris, France, April 2014.
Salamoura, A, ffrench, A and Emery, J (2014) Enhancing employment opportunities through English: An investigation into the impact of the SCOPE programme in India, Research Notes 58, 27-39.
Salamoura, A, Khalifa, H and Docherty, C (2014) Investigating the impact of language tests in their educational context, paper presented at the IAEA 2014 (International Association of Educational Assessment), Singapore, May 2014.
Saville, N and Salamoura, A (2014) Learning Oriented Assessment: A systemic view from an examination provider, paper presented at the Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts, New York, USA, October 2014.
Alexopoulou, T, Yannakoudakis, H and Salamoura, A (2013) Classifying intermediate learner English: A data-driven approach to learner corpora, in Granger, S, Gilquin, G and Meunier, F (Eds) Twenty Years of Learner Corpus Research: Looking Back, Moving Ahead, Louvain: Presses universitaires de Louvain.
Jaworska, S, Salamoura, A and Barker, F (2013) First of all, I have to say that... - The development of formulaic repertoires in L2 English at B2 and C1 levels: a corpus-driven and cross-linguistic comparison, in Archibald, A N (Ed) Multilingual Theory and Practice in Applied Linguistics, Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics, University of Southampton, Southampton, UK, 6-8 September 2012, 85-90, available online: https://baal.org.uk/wp-content/uploads/2016/10/proceedings_2012.pdf
Ashton, K, Salamoura, A and Diaz, E (2012) The BEDA impact project: A preliminary investigation of a bilingual programme in Spain, Research Notes 50, 34-42.
Salamoura, A, Hamilton, M and Octor, V (2012) An initial investigation of the introduction of Cambridge English examinations in Mission laïque française schools, Research Notes 50, 24-33.
Salamoura, A and Lim, G (2012) Validating a Writing Assessment Scale: Insights from SLA, Corpora, and Computational Linguistics, paper presented at the 34th Language Testing Research Colloquium, Princeton, New Jersey, USA, April 2012.
Khalifa, H and Salamoura, A (2011) Criterion-related validity, in Taylor, L (Ed) Examining Speaking: Research and Practice in Assessing Second Language Speaking, Studies in Language Testing volume 30, Cambridge: UCLES/Cambridge University Press, 259-292.
Salamoura, A (2011) Using the Cambridge Learner Corpus for developing Reference Learner Descriptions: Implications for assessment, paper presented at the 16th World Congress of Applied Linguistics, Beijing, China, August 2011.
Salamoura, A and Capel, A (2011) Building the English Vocabulary Profile: Implications for learning, teaching and assessment, paper presented at the ALTE 4th International Conference, Krakow, Poland, July 2011.
Harvey, A, Balch, A and Salamoura, A (2010) The adoption of international certification in the French state school sector, Research Notes 40, 7-9.
Khalifa, H, ffrench, A and Salamoura, A (2010) Maintaining alignment to the CEFR: the FCE case study, in Martyniuk, W (Ed) Aligning tests with the CEFR: Reflections on using the Council of Europe’s draft Manual, Studies in Language Testing volume 33, Cambridge: UCLES/Cambridge University Press, 80-101.
Salamoura, A and Saville, N (2010) Exemplifying the CEFR: Criterial features of written learner English from the English Profile Programme, in Bartning, I, Maisa, M and Vedder, I (Eds) Communicative proficiency and linguistic development: Intersections between SLA and language testing research, Eurosla Monographs Series 1, 101-132, available online at: http://eurosla.org/monographs/EM01/101-132Salamoura_Saville.pdf
Saville, N and Salamoura, A (2010) Reference level descriptions for national and regional languages: The English Profile Programme, paper presented at the 32nd Language Testing Research Colloquium, Cambridge, UK, April 2010.
Papp, S and Salamoura, A (2009) An exploratory study into linking young learners’ examinations to the CEFR, Research Notes 37, 15-22.
Salamoura, A and Saville, N (2009) Identifying “criterial features” of English across CEFR levels: Implications for diagnostic assessment, paper presented at the Language Testing Forum 2009, Luton, UK, November 2009.
Salamoura, A and Saville, N (2009) Criterial features of English across the CEFR levels: Evidence from the English Profile Programme, Research Notes 37, 34-40.
Salamoura, A (2008) Aligning English Profile research data to the CEFR, Research Notes 33, 5-7.
Salamoura, A and Khalifa-Louchihi, H (2008) Linking Examinations to the CEFR: The Cambridge ESOL FCE case study, paper presented at the ALTE 3rd International Conference, Cambridge, UK, April 2008.
Salamoura, A (2007) Grammatical gender in the bilingual lexicon: A psycholinguistic approach, in Kecskes, I and Albertazzi, L (Eds) Cognitive Aspects of Bilingualism, Dordrecht: Springer Verlag, 99-151.
Salamoura, A and Williams, J N (2007) Processing verb argument structure across languages: Evidence for shared representations in the bilingual mental lexicon, Applied Psycholinguistics 28, 627-660.
Salamoura, A and Williams, J N (2007) The representation of grammatical gender in the bilingual lexicon: Evidence from Greek and German, Bilingualism: Language and Cognition 10, 257-275.
Salamoura, A and Williams, J N (2006) Lexical activation of cross-language syntactic priming, Bilingualism: Language and Cognition 9, 299-307.